Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBorge, Marcela
dc.contributor.authorOng, Yann Shiou
dc.contributor.authorRosé, Carolyn Penstein
dc.identifier.citationBorge, M., Ong, Y. S., & Rosé, C. P. (2015). Activity Design Models to Support the Development of High Quality Collaborative Processes in Online Settings 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.en_US
dc.description.abstractIn this paper we assess the utility of an activity design model and different reflective activities for improving the quality of collaborative processes. Thirty-seven online students, belonging to one of 13 teams, formed the participants of the study. Teams completed five discussion sessions as part of required course activity, using one of two reflective conditions. Each team also received feedback on their performance. We assessed the quality of processes between groups using content analysis techniques. Team process measures at the first time point were used to identify groups’ initial strengths and weaknesses. To assess the utility of the model and reflective assessment designs, we used a 2x5 mixed factorial design, with Condition (two levels) as a between subjects factor and Time (5 levels) as a within subjects factor. We found that students were weakest at presenting and discussing claims and both Condition and Time are significant predictors of collaborative process quality.en_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleActivity Design Models to Support the Development of High Quality Collaborative Processes in Online Settingsen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2015

Files in This Item:
File SizeFormat 
391.pdf245.51 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.