Exploring Interaction Behaviour and Performance of Online Collaborative Learning Teams

  • Thanasis Daradoumis
  • Fatos Xhafa
  • Joan Manel Marquès
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 2806)

Abstract

Studying and analysing the collaborative behaviour of online learning teams and how this behaviour is related and affects task performance is a complex process. This paper presents an integrated approach that analyzes the participatory attitudes of group members in collaborative learning activities (group functioning) in relation to the individual and group learning outcomes (task performance). To that end, we first provide principled criteria and methods for evaluating collaborative problem-solving situations and then we identify different group types in terms of their degree of success at group functioning and task levels. Our objective is two-fold: assessing the effectiveness and adequacy of the evaluation criteria and methods, and exploring the interaction behaviour of different collaborative group types with respect to their performance.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Dobson, M., McCracken, J.: Problem based learning: A means to evaluate multimedia courseware in science and technology in society. In: Muldner, T., Reeves, T.C. (eds.) Educational Multimedia and Hypermedia, AACE, Calgary (1997)Google Scholar
  2. 2.
    Barros, M., Verdejo, M.: Analysing student interaction processes in order to improve collaboration. Int. J. of AI in Education 11, 221–241 (2000)Google Scholar
  3. 3.
    Soller, A.: Supporting Social Interaction in an Intelligent Collaborative Learning System. Int. J. of AI in Education 12, 40–62 (2001)Google Scholar
  4. 4.
    Martínez, A., Dimitriadis, Y., Rubia, B., Gómez, E., Garachón, I., Marcos, J.A.: Studying social aspects of computer-supported collaboration with a mixed evaluation approach. In: Proc. of the Int. Conf. on CSCL, pp. 631–632 (2002)Google Scholar
  5. 5.
    Daradoumis, T., Marquès, J.M., Guitert, M., Giménez, F., Segret, R.: Enabling Novel Methodologies to Promote Virtual Collaborative Study and Learning in Distance Education. In: Proc. 20th Conf. on Open Learning and Dist. Ed. (2001)Google Scholar
  6. 6.
    Bentley, R., Horstmann, T., Trevor, J.: The World Wide Web as enabling technology for CSCW: The case of BSCW. Computer-Supported Cooperative Work: Special issue on CSCW and the Web, vol. 6. Kluwer Academic PressGoogle Scholar
  7. 7.
    Koschmann, T., Kelson, A., Feltovich, P., Barrows, H.: Computer-supported problem-based learning. In: Koschmann, T. (ed.) CSCL: Theory and Practice of an Emerging Paradigm, pp. 83–124. Lawrence Erlbaum, Mahwah (1996)Google Scholar
  8. 8.
    McGrath, J.E.: Time, Interaction and Performance (TIP). A Theory of Groups. Small Group Research 22, 147–174 (1991)CrossRefGoogle Scholar
  9. 9.
    Sfard, A.: On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27(2), 4–13 (1998)Google Scholar
  10. 10.
    Webb, N.: Testing a theoretical model of student interaction and learning in small groups. In: Hertz-Lazarowitz, R., Miller, N. (eds.) Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, pp. 102–119 (1992)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2003

Authors and Affiliations

  • Thanasis Daradoumis
    • 1
  • Fatos Xhafa
    • 2
  • Joan Manel Marquès
    • 1
  1. 1.Department of Information SciencesOpen University of CataloniaBarcelonaSpain
  2. 2.Polytechnic University of CataloniaBarcelonaSpain

Personalised recommendations