Paper Info
Title
Mine, Ours And Yours, Whose Engagement And Prior Knowledge Affects Individual Achievement From Online Collaborative Learning?
Abstract
In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.
Year
DOI
Venue
2021
10.1111/jcal.12466
JOURNAL OF COMPUTER ASSISTED LEARNING
Keywords
DocType
Volume
collaborative learning, student engagement, student individual achievement, secondary education
Journal
37
Issue
ISSN
Citations 
1
0266-4909
0
PageRank 
References 
Authors
0.34
25
4
Name
Order
Citations
PageRank
Bert Slof1163.57
Anouschka van Leeuwen2346.96
J. Janssen3142.12
Paul A. Kirschner41560128.04