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|Title:||The Role of Time, Engagement, and Self-Perceived Leadership on Peer-Nominated Emergent Leadership in Small Group Online Collaborative Learning|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Xie, K., Sun, Z., & Lu, L. (2015). The Role of Time, Engagement, and Self-Perceived Leadership on Peer-Nominated Emergent Leadership in Small Group Online Collaborative Learning In Lindwall, O., Häkkinen, P., Koschman, 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:||The study investigated the nature of leadership emergence in small group online collaborative activities. The study tested the effects of time, engagement, and self-perceived leadership on peer-nominated leadership. Results indicated that emergent leadership perceived by peers in a group not only required individuals’ active engagement and self-perception of their leadership role, but also required the leadership to be developed over time. High levels of perceived task leadership and active engagement would lead to more likelihood for individuals to be perceived by peers as emergent leaders in a group. Qualitative analysis revealed that quality of posts, active facilitation, quantity and diversity of posts, significant contribution, initiation of interaction, and motivating promotion were primary characteristics of emergent leaders.|
|Appears in Collections:||CSCL 2015|
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