The effect of functional roles on group efficiency

The usefulness of ‘roles’ as a pedagogical approach to support small group performance can be often read, however, their effect is rarely empirically assessed. Roles promote cohesion and responsibility and decrease so-called ‘process losses’ caused by coordination demands. In addition, roles can increase awareness of intra-group interaction. In this article, the effect of functional roles on group performance, efficiency and collaboration during computer-supported collaborative learning (CSCL) was investigated with questionnaires and quantitative content analysis of e-mail communication. A comparison of thirty-three questionnaire observations, distributed over ten groups in two research conditions: role (n = 5, N = 14) and non-role (n = 5, N = 19), revealed no main effect for performance (grade). A latent variable was interpreted as ‘perceived group efficiency’ (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Groups in the role condition appear to be more aware of their efficiency, compared to groups in the ‘non-role’ condition, regardless whether the group performs well or poor. Content analysis reveals that students in the role condition contribute more ‘task content’ focussed statements. This is, however, not as hypothesised due to the premise that roles decrease coordination and thus increase content focused statements; in fact, roles appear to stimulate coordination and simultaneously the amount of ‘task content’ focussed statements increases

Showup identification decisions for multiple perpetrator crimes:testing for sequential dependencies

<div><p>Research in perception and recognition demonstrates that a current decision (<i>i</i>) can be influenced by previous ones (<i>i–j</i>), meaning that subsequent responses are not always independent. Experiments 1 and 2 tested whether initial showup identification decisions impact choosing behavior for subsequent showup identification responses. Participants watched a mock crime film involving three perpetrators and later made three showup identification decisions, one showup for each perpetrator. Across both experiments, evidence for sequential dependencies for choosing behavior was not consistently predictable. In Experiment 1, responses on the third, target-present showup assimilated towards previous choosing. In Experiment 2, responses on the second showup contrasted previous choosing regardless of target-presence. Experiment 3 examined whether differences in number of test trials in the eyewitness (vs. basic recognition) paradigm could account for the absence of hypothesized ability to predict patterns of sequential dependencies in Experiments 1 and 2. Sequential dependencies were detected in recognition decisions over many trials, including recognition for faces: the probability of a <i>yes</i> response on the current trial increased if the previous response was also <i>yes</i> (vs. <i>no</i>). However, choosing behavior on previous trials did not predict individual recognition decisions on the current trial. Thus, while sequential dependencies did arise to some extent, results suggest that the integrity of identification and recognition decisions are not likely to be impacted by making multiple decisions in a row.</p></div

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