Preface: documenting collaborative learning: What should be measured and how?
Computers & Education - Documenting collaborative interactions: Issues and approaches
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Using online shared workspaces to support group collaborative learning
Computers & Education
Online group work patterns: How to promote a successful collaboration
Computers & Education
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This study examines the impact of different strategies for grouping students in online, discourse-intensive distance education courses. The mixed methods research focused on note writing productivity (based on 366 participants in 25 classes) and participants' perceptions (12 graduate students and 10 instructors) relating to three different class configurations (large whole class, small whole class, large class divided into subgroups). Each configuration exhibited advantages and disadvantages in terms of supporting note writing, however, the data analyses suggested that the advantages for writing in subgroups outweighed those of the other two conditions. Splitting larger classes into smaller subgroups appears to reduce information overload and encourages more focused, in-depth discussions. The research concludes with a list of pedagogical recommendations and suggests new software features that may help learning within specific group configurations. This study may have implications for both practitioners and researchers who wish to promote more fruitful online discussions.