ACM SIGCUE Outlook - Special issue on computer supported collaborative learning
What does the design of effective CSCL require and how do we study its effects?
ACM SIGCUE Outlook - Special issue on computer supported collaborative learning
Interaction process in computer-mediated and face-to-face groups
Computer Supported Cooperative Work - Special issue on time, technology, and groups: development, interaction, and task performance over time in computer-mediated vs face-to-face groups
The effects of workspace awareness support on the usability of real-time distributed groupware
ACM Transactions on Computer-Human Interaction (TOCHI)
Formative evaluation of synchronous CMC systems for a learner-centered online course
Journal of Interactive Learning Research
Carpe Die m: Models and Methodologies for Designing Engaging and Interactive e-learning Discourse
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
An analysis of growth patterns in computer conferencing threads
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Active and co-operative learning among B.E. Students
FIE '01 Proceedings of the Frontiers in Education Conference, 2001. on 31st Annual - Volume 01
What is online learner participation? A literature review
Computers & Education
A theory of online learning as online participation
Computers & Education
Information ecology of collaborations in educational settings: influence of tool
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Content analysis: What are they talking about?
Computers & Education - Methodological issue in researching CSCL
Supporting discourse in a synchronous learning environment: the learning protocol approach
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
The role of tasks and epistemological beliefs in online peer questioning
Computers & Education
Multiple instance learning for classifying students in learning management systems
Expert Systems with Applications: An International Journal
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This study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.