The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Interaction forms in successful collaborative learning in virtual learning environments
Abstract
Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by two different types of virtual learning environment. Through a qualitative case study, we examined how students interacted with each other while working with collaborative tasks. Results indicate that interaction in collaborative situations was more often group-related than task-related. Group-related interaction concentrated mostly on coordination of group work, such as planning and organising group activities. Task-related interaction was mostly in the form of comments or answers to earlier messages. However, there were differences in the interaction forms according to the learning environment. The results of this study provide teachers, educators and educational coordinators guidelines for how to organise and enhance successful collaborative learning both virtually and face-to-face.
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Citations
Cites
The Construction of Shared Knowledge in Collaborative Problem Solving.
Roschelle, J., & Teasley, S. D. (1995) · Computer Supported Collaborative Learning · doi:10.1007/978-3-642-85098-1_5 · Cited by 2,274 · cited 3×
“…group work where learners are committed to joint activities, and where they aim to construct new knowledge through negotiation, sharing ideas and providing arguments (Arvaja et al., 2007; Dillenbourg, 1999; Mercer, 2010; Roschelle and Teasley, 1995; Sawyer, 2007; Scardamalia and Bereiter, 2006).”
BackgroundSOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING
Palincsar, A. S. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.345 · Cited by 1,565
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Volet, S., Summers, M., & Thurman, J. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.001 · Cited by 466
Cited by
Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.04.012 · Cited by 303
Bizami, N. A., Tasir, Z., & Kew, S. N. (2023) · Education and Information Technologies · doi:10.1007/s10639-022-11243-w · Cited by 226
Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning
Robinson, H. A., Kilgore, W., & Warren, S. J. (2017) · Online Learning · doi:10.24059/olj.v21i4.1240 · Cited by 89
Enhancing academic integrity among students in GenAI Era:A holistic framework
Rasul, T., Nair, S., Kalendra, D., Balaji, M. S., Santini, F. D. O., Ladeira, W. J., Rather, R. A., Yasin, N., Rodriguez, R. V., Kokkalis, P., et al. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101041 · Cited by 82
Metadata
- Authors
- Vuopala, E., Hyvönen, P., & Järvelä, S.
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2015-11-30
- Volume
- 17
- Issue
- 1
- Pages
- 25-38
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W2278849571
- Cited by
- 174
- References
- 3
- FWCI
- 34.71
- Type
- journal article
- Language
- en
- Open access
- closed
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