Investigating group structure in CSCL: Some new approaches

This paper reports some recent findings of a continuing international study that is investigating computer supported collaborative learning (CSCL) processes among a community engaged in a masters program in e-learning. This study presents results of an analysis of learning and tutoring interactions in three different groups. Each group was presented with a different model to facilitate collaborative interaction, using specially designed groupware. The empirical analysis used two compatible methods: content analysis (CA) and critical event recall (CER). The study reveals the differentiated nature of participants' interactions: the results show that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring interactions than the group without an additional structure (NAS).