Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/418
Title: Modeling Performance in Asynchronous CSCL: An Exploration of Social Ability, Collective Efficacy and Social Interaction
Authors: Xing, Wanli
Kim, So Mi
Goggins, Sean
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Xing, W., Kim, S. M., & Goggins, S. (2015). Modeling Performance in Asynchronous CSCL: An Exploration of Social Ability, Collective Efficacy and Social Interaction In Lindwall, O., Häkkinen, P., Koschmann, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: Previous studies have invested effort in understanding the factors affecting student learning from isolated perspectives. Based on social cognitive theory, this study proposes two dynamic CSCL models of learning using understudied factors – system functionality, social ability, collective efficacy and social interaction – to examine mediation and causal relationships among these constructs and their influence on learning. The models are tested using data collected from a large US university. Specifically, while the predictive constructs are operationalized through the survey instruments, outcome measures are modeled using electronic trace data and actual evaluation information. Data is analyzed via the Partial Least Squares method. Results demonstrate close relatedness among the constructs and a different influencing mechanism on learning for each. The addition of social interaction as a factor to the learning model increases predictability of student learning as compared to models without this factor. The paper concludes with discussion of the implications of this study.
URI: https://repository.isls.org/handle/1/418
https://doi.dx.org/10.22318/cscl2015.268
Appears in Collections:CSCL 2015

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