Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

被引：109

作者：

Phielix, Chris ^{[1
]}

Prins, Frans J.

Kirschner, Paul A. ^{[2
]}

Erkens, Gijsbert

Jaspers, Jos

机构：

[1] Univ Utrecht, Res Ctr Learning Interact, NL-3508 TC Utrecht, Netherlands

[2] Open Univ Netherlands, Amsterdam, Netherlands

来源：

COMPUTERS IN HUMAN BEHAVIOR | 2011年 / 27卷 / 03期

关键词：

Groupware; Peer assessment; Peer feedback; Reflection; Group performance; COLLABORATIVE LEARNING ENVIRONMENTS; MANAGING WORK GROUPS; FACE GROUPS; HIGHER-EDUCATION; SELF-ASSESSMENT; VIRTUAL TEAMS; COMMUNICATION; METAANALYSIS; PARTICIPATION; VISUALIZATION;

D O I：

10.1016/j.chb.2010.06.024

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

A peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group members on six traits related to social and cognitive behavior. Reflector stimulates group members to reflect on their past, present and future group functioning, stimulating them to set goals and formulate plans to improve their social and cognitive performance. The underlying assumption was that group performance would be positively influenced by making group members aware of how they, their peers and the whole group perceive their social and cognitive behavior in the group. Participants were 108 fourth-year high school students working in dyads, triads and groups of four on a collaborative writing task, with or without the tools. Results demonstrate that awareness stimulated by the peer feedback and reflection tools enhances group-process satisfaction and social performance of CSCL-groups. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1087 / 1102

页数：16

共 74 条

[31] The expression of conflict in computer-mediated and face-to-face groups [J].

Hobman, EV ;

Bordia, P ;

Irmer, B ;

Chang, A .

SMALL GROUP RESEARCH, 2002, 33 (04) :439-465

[32] Visualization of participation: Does it contribute to successful computer-supported collaborative learning? [J].

Janssen, Jeroen ;

Erkens, Gijsbert ;

Kanselaar, Gellof ;

Jaspers, Jos .

COMPUTERS & EDUCATION, 2007, 49 (04) :1037-1065

[33] Communication and trust in global virtual teams [J].

Jarvenpaa, SL ;

Leidner, DE .

ORGANIZATION SCIENCE, 1999, 10 (06) :791-815

[34]

Jaspers J., 2004, Virtual Collaborative Research Institute (VCRI) (Version 2.0)

[35]

Johnson D. W., 1999, LEARNING TOGETHER AL

[36] The state of cooperative learning in postsecondary and professional settings [J].

Johnson, David W. ;

Johnson, Roger T. ;

Smith, Karl .

EDUCATIONAL PSYCHOLOGY REVIEW, 2007, 19 (01) :15-29

[37] SOCIAL LOAFING - A METAANALYTIC REVIEW AND THEORETICAL INTEGRATION [J].

KARAU, SJ ;

WILLIAMS, KD .

JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1993, 65 (04) :681-706

[38] Designing electronic collaborative learning environments [J].

Kirschner, P ;

Strijbos, JW ;

Kreijns, K ;

Beers, PJ .

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2004, 52 (03) :47-66

[39] Post hoc construction of self-performance and other performance in self-serving social comparison [J].

Klein, WMP .

PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, 2001, 27 (06) :744-754

[40] The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory [J].

Kluger, AN ;

DeNisi, A .

PSYCHOLOGICAL BULLETIN, 1996, 119 (02) :254-284

← 1 2 3 4 5 6 7 8 →