DSpace at Open Universiteit >
c. Learning & Cognition >
1. LC: Publications and Preprints >
Please use this identifier to cite or link to this item:
|Title: ||Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection|
|Authors: ||Phielix, Chris|
Kirschner, Paul A.
|Issue Date: ||26-Oct-2009|
|Publisher: ||Elsevier Science Publishers B. V. Amsterdam, The Netherlands|
|Abstract: ||This study investigated the effects of a peer feedback tool and a reflection tool on social and cognitive performance during computer supported collaborative learning (CSCL). A CSCL-environment was augmented with a peer feedback tool (Radar) and a reflection tool (Reflector) in order to make group members aware of both their individual and their group behavior. Radar visualizes how group members perceive their own social and cognitive performance and that of their peers during collaboration along five dimensions. Reflector stimulates group members to reflect upon their own performance and the performance of the group. A 2x2 factorial between-subjects design was used to examine whether Radar and Reflector would lead to better team development, more group satisfaction, lower levels of group conflict, more positive attitudes toward problem-based collaboration, and a better group product. Results show that groups with Radar perceived their team as being better developed, experienced lower conflict levels, and had a more positive attitude towards collaborative problem solving than groups without Radar. The quality of group products, however, did not differ. The results demonstrate that peer feedback on the social performance of individual group members can enhance the performance and attitudes of a CSCL-group.|
|Description: ||Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection. Computers in Human Behavior, 26(2), 151-161. doi:10.1016/j.chb.2009.10.011|
|Appears in Collections:||1. LC: Publications and Preprints|
This item is licensed under a Creative Commons License
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.