Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection

Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection. Computers in Human Behavior, 26(2), 151-161. doi:10.1016/j.chb.2009.10.011This study investigated the effects of a peer feedback tool and a reflection tool on social and cognitive performance during computer supported collaborative learning (CSCL). A CSCL-environment was augmented with a peer feedback tool (Radar) and a reflection tool (Reflector) in order to make group members aware of both their individual and their group behavior. Radar visualizes how group members perceive their own social and cognitive performance and that of their peers during collaboration along five dimensions. Reflector stimulates group members to reflect upon their own performance and the performance of the group. A 2x2 factorial between-subjects design was used to examine whether Radar and Reflector would lead to better team development, more group satisfaction, lower levels of group conflict, more positive attitudes toward problem-based collaboration, and a better group product. Results show that groups with Radar perceived their team as being better developed, experienced lower conflict levels, and had a more positive attitude towards collaborative problem solving than groups without Radar. The quality of group products, however, did not differ. The results demonstrate that peer feedback on the social performance of individual group members can enhance the performance and attitudes of a CSCL-group

Group Awareness of Social and Cognitive Behavior in a CSCL Environment

Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Group awareness of social and cognitive behavior in a CSCL environment. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010): Volume 1 (pp. 230-237). Chicago IL, USA: International Society of the Learning Sciences.This study investigated whether a peer feedback tool and a reflection tool would enhance group performance in a computer-supported collaborative learning environment. The underlying assumption was that group performance can be positively influenced by making group members aware of how their social and cognitive behavior is perceived by themselves, their peers, and the group as a whole. Participants were 120 fourth-year high school students working, with or without the tools, in dyads, triads and groups of 4 on a collaborative writing task. Results show that groups using tools perceived their team as being better developed, experienced higher levels of group satisfaction and lower levels of conflicts, than groups not using the tools. Results demonstrate that awareness, stimulated by peer assessment and reflection tools, enhances the social performance of a CSCL-group

Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27(3), 1087-1102. doi:10.1016/j.chb.2010.06.024A peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group members on six traits related to social and cognitive behavior. Reflector stimulates group members to reflect on their past, present and future group functioning, stimulating them to set goals and formulate plans to improve their social and cognitive performance. The underlying assumption was that group performance would be positively influenced by making group members aware of how they, their peers and the whole group perceive their social and cognitive behavior in the group. Participants were 108 fourth-year high school students working in dyads, triads and groups of four on a collaborative writing task, with or without the tools. Results demonstrate that awareness stimulated by the peer feedback and reflection tools enhances group-process satisfaction and social performance of CSCL-groups

Fostering complex learning-task performance through scripting student use of computer supported representational tools

Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Phielix, C. (2010). Fostering complex learning-task performance through scripting student use of computer supported representational tools. Computers & Education, 55(4), 1707-1720.This study investigated whether scripting student use of computer supported representational tools fostered students’ collaborative performance of a complex business-economics problem. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a final solution. The representational tools facilitated students in constructing specific representations of the domain (i.e., conceptual, causal, or mathematical) and were each suited for carrying out the part-task demands of a specific phase. Student groups in four experimental conditions had to carry out all part-tasks in a predefined order, but differed in the representational tool(s) they received during their collaborative problem-solving process. In three mismatch conditions, student groups received either a conceptual, causal, or simulation representational tool which supported them in only carrying out one of the three part-tasks. In the match condition, student groups received the three representational tools in the specified order, each matching the part-task demands of a specific problem phase. The results revealed that student groups in the match condition constructed more task-appropriate representations and had more elaborated and meaningful discussions about the domain. As a consequence, those student groups performed better on the complex learning-task. However, similar results were obtained by student groups who only received a representational tool for constructing causal representations for all part-tasks

Fostering complex learning-task performance through scripting student use of computer supported representational tools

This study investigated whether scripting student use of computer supported representational tools fostered students’ collaborative performance of a complex business-economics problem. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a final solution. The representational tools facilitated students in constructing specific representations of the domain (i.e., conceptual, causal, or mathematical) and were each suited for carrying out the part-task demands of a specific phase. Student groups in four experimental conditions had to carry out all part-tasks in a predefined order, but differed in the representational tool(s) they received during their collaborative problem-solving process. In three mismatch conditions, student groups received either a conceptual, causal, or simulation representational tool which supported them in only carrying out one of the three part-tasks. In the match condition, student groups received the three representational tools in the specified order, each matching the part-task demands of a specific problem phase. The results revealed that student groups in the match condition constructed more task-appropriate representations and had more elaborated and meaningful discussions about the domain. As a consequence, those student groups performed better on the complex learning-task. However, similar results were obtained by student groups who only received a representational tool for constructing causal representations for all part-tasks

Plaats(on)afhankelijk aanleren van vakoverstijgende vaardigheden

Vakoverstijgende vaardigheden, zoals samenwerken en presenteren, krijgen veel aandacht binnen het onderwijs. Maar hoe ondersteun je het leerproces voor het aanleren van dit soort vaardigheden, ook als dit proces zich buiten de klas afspeelt? Dit is o.a. te doen door het tussentijds geven van online feedback door peers en experts, zelfevaluatie van prestaties, en reflectie op deze informatie. In deze sessie verkennen we wat en hoe deelnemers doen aan het aanleren van vakoverstijgende vaardigheden, vaak (deels) ook buiten de klas. Vervolgens volgt een theoretische presentatie over het ondersteunen van feedback en reflectieprocessen in een plaats(on)afhankelijke onderwijscontext en de rol die technologie hierbij kan spelen. Daarnaast tonen we voorbeelden van online tools die hiervoor vanuit onderwijskundig onderzoek ontwikkeld zijn. Dit zijn Radar-Reflector, voor het aanleren van samenwerken, en Viewbrics (rubrieken met videomodelvoorbeelden) voor het aanleren van samenwerkings-, presentatie- en informatievaardigheden. Met de deelnemers discussiëren we over de meerwaarde van dit soort instrumenten voor hun praktijk, en hoe dit een brug kan slaan tussen het leren binnen en buiten de klas. Plaats(on)afhankelijk leren met behulp van mobiele technologie is het centrale thema van de SURF SIG Unwired. Wij richten ons op het doormiddel van technologie ondersteunen van leerprocessen die zich over de grenzen van de campus heen voltrekken. Bijvoorbeeld ervaringen in een werkplaats of tijdens excursies en stages en de verbinding van deze leerervaringen met leeractiviteiten in de klas. Doelgroep: docenten, management, onderzoekers, onderwijsadviseurs, ICTO-ondersteuners Relatie met thema: Speelt in op actuele veranderingen in het onderwijsveld (meer aandacht voor aanleren van complexe, vakoverstijgende vaardigheden) en schetst hoe technologie ingezet kan worden om plaats(on)afhankelijke leerprocessen te ondersteunen en docenten te assisteren en ontlasten. Betrekken van publiek: • Via stellingen en inbreng van eigen praktijkervaringen • Discussie na presentatie Wat weet of kent publiek na sessie: • Indruk van hoe verschillende instellingen het leren van vakoverstijgende vaardigheden ondersteunen. • Hoe je het aanleren van vakoverstijgende vaardigheden binnen en buiten de klas kan ondersteunen doormiddel van plaats(on)afhankelijke technologie. • Inzicht in effectieve formatieve feedback-en reflectieprocessen en hoe deze processen zowel binnen als buiten de klas ondersteund kunnen worden. • Twee praktijkvoorbeelden met online tools voor feedback-en reflectie op vaardigheden

Pedagogía social : revista interuniversitaria

Monográfico con el título: "Redes territoriales de acción socioeducativa: una apuesta por la innovación social colaborativa"Título, resumen y palabras clave también en portuguésResumen basado en el de la publicaciónEn la investigación sobre la aplicación de la reforma educacional, los investigadores han subrayado la importancia que la colaboración entre profesores tiene en el rendimiento escolar. Se examina si el intercambio de conocimiento en las redes sociales entre profesores tiene relación con los elementos esenciales asociados al aumento del rendimiento escolar, a saber: la autoeficacia y el compromiso de los profesores. Desde el punto de vista de la teoría del capital social, se estudian las redes sociales de profesores para valorar si el mayor acceso a los recursos tiene relación con un mayor sentido de la eficacia y el compromiso en los docentes. Se recopilan encuestas y datos del entorno social de ocho escuelas primarias en los Países Bajos (N=114), que fueron comparados utilizando análisis correlacional y análisis de redes sociales. Los resultados sugieren relaciones positivas entre los indicadores de las redes de profesores, la autoeficacia y el compromiso con la organización y con los estudiantes.ES

Conexiones de valor: una perspectiva del capital social sobre las redes sociales de profesores, el compromiso y la autoeficacia

In research on educational reform implementation, scholars have highlighted the importance of teacher collaboration in support of increased student achievement. In this study, we examine whether teachers’ knowledge exchange in social networks is related to key elements that have been associated with increased student achievement, namely teacher self-efficacy and commitment. Drawing on social capital theory, we study teachers’ social networks to assess whether greater access to resources, as captured by a more central network position, is related to a greater sense of teacher efficacy and commitment. We collected survey and social network data from eight elementary schools in the Netherlands (N=114), which were then analyzed using social network analysis and correlational analysis. Results suggest positive relationships between teachers’ social network indicators, teacher self-efficacy, and commitment to the organization and to students. Our findings yield directions for more relationally oriented educational policy instruments