A new method to assess the quality of collaborative process in CSCL
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Group mirrors to support interaction regulation in collaborative problem solving
Computers & Education
Group Metacognition in a Computer-Supported Collaborative Learning Environment
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection
Computers in Human Behavior
Guiding knowledge communication in CSCL via group knowledge awareness
Computers in Human Behavior
Tacit guidance for collaborative multimedia learning
Computers in Human Behavior
Group awareness in CSCL environments
Computers in Human Behavior
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Group coordination is a crucial component for successful collaborative learning, but is hard to achieve in an online learning environment. A web-based group coordination tool was developed based on metacognitive scaffolding principles for the study. The tool was implemented in an online course for a group project and its effects were investigated. A total of 59 students formed into 20 groups participated in and completed a project while being guided with the tool. Based on response rate to metacognitive prompts of the tool, groups were categorized as Active Metacognitive Team (AMT, n=30) or Passive Metacognitive Team (PMT, n=29). AMT showed higher positive interdependence than PMT at the end of the project. AMT perceived reciprocal help among group members while PMT did not. AMT also evaluated its group process higher than PMT did. These results show that groups who more actively used the coordination support tool established positive interdependence, engaged in positive interactions, and had enhanced group productivity.