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The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning
ARTICLE

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Computers & Education Volume 51, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In this paper we compared the efficacy of face-to-face and computer supported collaborative learning (CSCL) in increasing academic knowledge and professional competences. We also explored how students’ personality characteristics and learning strategies and teachers’ characteristics were associated with better learning outcomes in online or face-to-face contexts. One hundred and seventy students participated in 10 community psychology seminars, five online and five face-to-face. Academic and professional learning increased for participants in both settings. Tutors’ characteristics did not influence students’ learning. Students who performed better in online and in face-to-face contexts differed in some psychological variables and in their learning strategies. Overall results show that asynchronous collaborative learning online can increase professional competences normally learnt only in small face-to-face educational settings, and that CSCL can be used to provide innovative educational opportunities that fit particular needs of students with low anxiety, high problem solving efficacy, who have time management problems in their learning strategies.

Citation

Solimeno, A., Mebane, M.E., Tomai, M. & Francescato, D. (2008). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers & Education, 51(1), 109-128. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2007.04.003

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