Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2471
Title: Missing Something? Authority in Collaborative Learning
Authors: Howley, Iris
Mayfield, Elijah
Rose, Carolyn P.
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Howley, I., Mayfield, E., & Rose, C. P. (2011). Missing Something? Authority in Collaborative Learning. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 366-373). Hong Kong, China: International Society of the Learning Sciences.
Abstract: Past research in individual learning settings has shown that student dispositions such as self-efficacy are predictive of learning and other beneficial outcomes, but the relationship is less clear in a collaborative learning environment. This paper explores authoritativeness of stance within a conversation as a social factor influencing learning and related to self-efficacy in a computer-supported collaborative learning setting. Our results indicate that this authoritativeness measure predicts learning, where an individual's self- efficacy does not, and that student and partner authoritativeness predicts group self-efficacy. Further research is required to better determine the relationship between conversational authoritativeness, individual dispositions, and learning.
URI: https://doi.dx.org/10.22318/cscl2011.366
https://repository.isls.org//handle/1/2471
Appears in Collections:CSCL 2011

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