The effect of functional roles on perceived group efficiency during computer-supported collaborative learning

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of fourty-one questionnaire observations, distributed over thirteen groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of perceived group efficiency than nonrole groups

The effect of roles on computer-supported collaborative learning.

Strijbos, J. W. (2004). The effect of roles on computer-supported collaborative learning. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands

Collaborative learning in higher education : design, implementation and evaluation of group learning activities

  In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been studied, but with different terminology and with various components of the design of GLAs. The central aim of this thesis was to provide insight into how teachers in higher education can be supported in the design, implementation, and evaluation of GLAs by developing a theoretically and empirically underpinned framework for the design of GLAs. In the first study, the beliefs and practices of teachers in higher education regarding collaborative learning were explored to establish whether there is a need for support in the design and implementation. In the other three studies, a framework was developed for the design, implementation and evaluation of GLAs, its empirical validity was examined and its usefulness for understanding the relation between GLA design and perceived learning outcomes was explored.  ICLON – Publicaties zonder aanstelling Universiteit Leide