Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
Computers & Education - Methodological issue in researching CSCL
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Analyzing CMC content for what?
Computers & Education - Methodological issue in researching CSCL
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Learning from digital text in inquiry-based science classes: lessons learned in one program
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Nodal and matrix analyses of communication patterns in small groups
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Improving navigation and learning in hypertext environments with navigable concept maps
Human-Computer Interaction
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The purpose of this study was to understand how individual and group characteristics interact to produce a rich understanding of domain knowledge. Metanavigation support in the form of prompts was provided to groups of students who collaboratively used a hypertext system called CoMPASS to complete a design challenge. Multilevel analysis techniques were used to understand how the provision of metanavigation support to groups interact with group navigation behavior and learner's metacognitive awareness of reading strategies to affect individual learning. The findings of this study revealed that providing metanavigation support to the groups contributed positively in enabling students to gain a rich understanding of domain knowledge. Our findings also indicate that there was a significant negative interaction of students' metacognitive awareness and perceived use of reading strategies and the presence of metanavigation support while interacting with hypertext