Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators

Kyungbin Kwon, Ying Hsiu Liu, LaShaune P. Johnson

Research output: Contribution to journalArticle

59 Citations (Scopus)

Abstract

This study explored what social interactions students exhibited during collaborative learning, and analyzed how the social interactions evolved in a computer-supported collaborative learning (CSCL) environment. Six groups (n = 28) from an undergraduate online course were observed during a semester. Students' interactions were analyzed in two perspectives: group regulation and socioemotional. Cluster analysis was conducted to identify collaboration patterns of the groups. The analysis identified three collaborator clusters: one good and two poor. The good collaborators (named Early Active Collaborator) demonstrated: (1) intensive interactions among group members in the early collaboration phase, (2) positive socio-emotional interactions continuously, and (3) adaptive selections of group regulatory behaviors. The others showed dormant interactions throughout the projects and least socio-emotional interactions (named Passive Task-oriented Collaborator) and did not coordinate group process in a timely manner (named Late Collaborator). Comparisons of the interaction pattern and instructor intervention were discussed.

Original languageEnglish
Pages (from-to)185-200
Number of pages16
JournalComputers and Education
Volume78
DOIs
StatePublished - 2014

Fingerprint

Students
regulation
Cluster analysis
interaction
learning
Group
interaction pattern
cluster analysis
group membership
semester
instructor
learning environment
student

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Education

Cite this

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abstract = "This study explored what social interactions students exhibited during collaborative learning, and analyzed how the social interactions evolved in a computer-supported collaborative learning (CSCL) environment. Six groups (n = 28) from an undergraduate online course were observed during a semester. Students' interactions were analyzed in two perspectives: group regulation and socioemotional. Cluster analysis was conducted to identify collaboration patterns of the groups. The analysis identified three collaborator clusters: one good and two poor. The good collaborators (named Early Active Collaborator) demonstrated: (1) intensive interactions among group members in the early collaboration phase, (2) positive socio-emotional interactions continuously, and (3) adaptive selections of group regulatory behaviors. The others showed dormant interactions throughout the projects and least socio-emotional interactions (named Passive Task-oriented Collaborator) and did not coordinate group process in a timely manner (named Late Collaborator). Comparisons of the interaction pattern and instructor intervention were discussed.",
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