The psychological origins of perceived usefulness and ease-of-use
Information and Management
Facilitation interaction, communication and collaboration in online courses
Computers & Geosciences - The Year 2000 challenges
PLS, Small Sample Size, and Statistical Power in MIS Research
HICSS '06 Proceedings of the 39th Annual Hawaii International Conference on System Sciences - Volume 08
A layered framework for evaluating on-line collaborative learning interactions
International Journal of Human-Computer Studies
An investigation of sociability measurements in online communities
International Journal of Web Based Communities
Investigating university students' adaptation to a digital learner course portfolio
Computers & Education
Technology-Enhanced Learning: Principles and Products
Technology-Enhanced Learning: Principles and Products
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
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While from a technological perspective Computer Supported Collaborative Learning (CSCL) systems have been improved considerably, previous studies have shown that the social aspect of the CSCL is often neglected or assumed to happen automatically by simply creating such virtual learning environments. By distinguishing between students' non-task social interactions from on-task interactions, and through a content analysis, this paper demonstrates that non-task interactions do occur frequently in CSCL environments. Furthermore, by conducting a self-reported survey, the present study operationalizes non-task sociability of CSCL environments and determines factors that affect them. The findings from the survey revealed that the sense of cohesion and awareness about others significantly impact the non-task sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness about others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this paper can be used in future research for investigating the relationship between the non-task sociability of CSCL and other CSCL factors. The study also provides the CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. And finally, this study develops and validates an instrument that guides required changes in current CSCL systems to improve the non-task social functionality of the environment.