What we know about CSCL and implementing it in higher education
What we know about CSCL and implementing it in higher education
Building collaborative knowing: elements of a social theory of CSCL
What we know about CSCL and implementing it in higher education
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Incorporating assessment in a pattern-based design process for CSCL scripts
Computers in Human Behavior
Emerging and scripted roles in computer-supported collaborative learning
Computers in Human Behavior
Computers in Human Behavior
A multi-agent model that promotes team-role balance in computer supported collaborative learning
ADNTIIC'11 Proceedings of the Second international conference on Advances in New Technologies, Interactive Interfaces and Communicability
Proceedings of the 13th Koli Calling International Conference on Computing Education Research
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In this paper, two studies are reported on the effect of functional roles on computer-supported collaborative learning (CSCL) in higher education - the second is a replication of the first. Prescribed functional roles were implemented in half of all groups during a project-based course in higher education. All communication was via e-mail. Analysis of Likert-scale evaluation questionnaires gathered in both studies revealed a latent variable 'perceived group efficiency' (PGE) which - depending on the level of constraints set by preconditions -- appears to increase the awareness (Study 1) or the level of efficiency (Study 2). However, Likert-scales provide a surface level analysis of actual behaviour and no insight in the collaborative process. Hence, the e-mail communication was investigated with two content analysis procedures: content analysis of the type of communicative statements and analysis of the role behaviours performed in role and nonrole groups. Results from both studies reveal that significantly more statements are focused on coordination in role groups. In addition, analysis of role behaviour reveals that students in role groups perform significantly more according to the functional roles than their counterparts in nonrole groups, although spontaneous role behaviour emerged in nonrole groups as well.