Paper Info
Title
Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation.
Abstract
The aim of the present study is to contribute to the understanding of the assistance provided by the teacher through feedback to support knowledge building among higher education students working in small groups in an online collaborative learning environment. The analysis examines 145 contributions made by a teacher to two groups of postgraduate students (group 1: 5 students; group 2: 4 students) of the same course whose task was to develop collaboratively a rubric for assessing teacher competencies by means of the Knowledge Forum platform. The results show that the teacher offered both elaboration and verification feedback, not only regarding the learning content but also the students' approach to the academic task and their social participation in the group. This would seem appropriate in terms of supporting the process of knowledge building in this kind of setting. The results also highlight that, when evaluating whether the feedback given is well matched to the needs of student groups engaged in online collaborative learning, it is important to take into account the timing of the teacher's interventions.
Year
DOI
Venue
2014
10.1016/j.compedu.2014.01.015
Computers & Education
Keywords
Field
DocType
Content feedback,E-feedback,Formative feedback,Computer-mediated communication,Cooperative/collaborative learning
Competence (human resources),Rubric,Collaborative learning,Computer science,Knowledge building,Knowledge management,Pedagogy,Professional learning community,Peer feedback,Cooperative learning,Formative assessment
Journal
Volume
ISSN
Citations 
75
0360-1315
9
PageRank 
References 
Authors
0.63
11
3
Name
Order
Citations
PageRank
César Coll19216.27
María José Rochera290.63
Ines de Gispert390.63