This chapter describes a multiple case study in Computer Supported Collaborative Learning (CSCL). Feedback and reflection were components in a program in which 5th grade students worked with CSCL in small groups. The feedback and reflection was focused on improving the interaction processes of the students, especially on supporting elaborative contributions in the groups. The interaction processes in two groups were closely followed and analysed, and portrayed through examples. The main research question was: How do interaction processes between students develop within a learning environment in which feedback by the researcher/teacher on elaboration is provided and student reflection on elaboration is encouraged? We expected that feedback and reflection about the quality of the participation, elaboration in particular, would in the initial stages result in better quality participation and more elaborated contributions of the students later on in the process. Looking at the patterns in the interactions over the subsequent lessons, we may conclude that our hypothesis was confirmed. However, the results show significant differences in the quality of participation between individual students and between the two case groups which appear to be related to students’ characteristics and group composition, that is, ability and sociocultural background. The implications for teaching are discussed.
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Prinsen, F., Terwel, J., Volman, M., Fakkert, M. (2008). Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study. In: Gillies, R.M., Ashman, A.F., Terwel, J. (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Computer-Supported Collaborative Learning, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-70892-8_7
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