Name
Abstract | ||
|---|---|---|
This design study developed and tested a peer assessment tool and reflection tool for enhancing group functioning in a computer-supported collaborative learning environment. The underlying assumption was that group functioning can be positively influenced by making group members aware of how their behavior is perceived by themselves, their peers, and the group as a whole. This awareness, which is conditional for behavioral change, is achieved through a peer assessment tool and a reflection tool. A 2×2 factorial between-subjects design was used. Participants were 39 fourth-year high school students who worked in groups of 3 or 4 on a collaborative writing task. Results show that groups with peer assessment tool developed better teams, had lower levels of group conflicts, and had a more positive attitude towards collaborative problem solving, than groups without a peer assessment tool. Thus, peer feedback on social behavior of group members can enhance group functioning in CSCL-groups. |
Year | Venue | Keywords |
|---|---|---|
2009 | CSCL (1) | group conflict,factorial between-subjects design,computer-supported collaborative,group functioning,reflection tool,design study,collaborative writing task,group member,assessment tool,cscl environment,collaborative problem |
Field | DocType | Citations |
Collaborative learning,Peer assessment,Knowledge management,Psychology,Collaborative Problem Solving,Collaborative writing,Peer feedback | Conference | 1 |
PageRank | References | Authors |
0.35 | 7 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| C. Phielix | 1 | 99 | 5.73 |
| F. J. Prins | 2 | 2 | 0.76 |
| P. A. Kirschner | 3 | 117 | 14.60 |