Paper Info
Title
The educational impact of metacognitive group coordination in computer-supported collaborative learning
Abstract
Group coordination is a crucial component for successful collaborative learning, but is hard to achieve in an online learning environment. A web-based group coordination tool was developed based on metacognitive scaffolding principles for the study. The tool was implemented in an online course for a group project and its effects were investigated. A total of 59 students formed into 20 groups participated in and completed a project while being guided with the tool. Based on response rate to metacognitive prompts of the tool, groups were categorized as Active Metacognitive Team (AMT, n=30) or Passive Metacognitive Team (PMT, n=29). AMT showed higher positive interdependence than PMT at the end of the project. AMT perceived reciprocal help among group members while PMT did not. AMT also evaluated its group process higher than PMT did. These results show that groups who more actively used the coordination support tool established positive interdependence, engaged in positive interactions, and had enhanced group productivity.
Year
DOI
Venue
2013
10.1016/j.chb.2013.01.003
Computers in Human Behavior
Keywords
Field
DocType
Computer supported collaborative learning,Group awareness,Positive interdependence,Metacognition,Group performance
Computer-Assisted Instruction,Positive interdependence,Social psychology,Response rate (survey),Collaborative learning,Psychology,Knowledge management,Metacognition,Group coordination,Computer-supported collaborative learning,Group process
Journal
Volume
Issue
ISSN
29
4
0747-5632
Citations 
PageRank 
References 
10
0.61
14
Authors
3
Name
Order
Citations
PageRank
Kyungbin Kwon1121.37
Ran-Young Hong2132.63
James M. Laffey316119.89