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... It allows students to actively schedule their activities and assign roles within the group, instead of just exploring the content in order to finish their learning task (Hammond & Wiriyapinit, 2004; =-=Strijbos et al., 2004-=-). As such, every member of this community may be seen as both a learner and a tutor (De Laat & Lally, 2003). Of course, the designated teacher continues to have a status apart, being responsible for ...

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...roup collaboration. Hence, it is imperative that the groups’ communication is subjected to content analysis to determine why one student contributes more or appears to be more influential in a group (=-=Strijbos, Martens, Jochems, & Broers, 2004-=-). Analysis of communication transcripts has gained attention in the past decade (Hara, Bonk, & Angeli, 2000; De Laat & Lally, 2003; Wang, Laffey, & Poole, 2001) and roughly two approaches to communic...

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...rces are distributed in a group, ascomplex task may be divided into sub-tasks that are taken over by individual group members.sThis has been termed distribution of content-based roles and activities (=-=Strijbos et al., 2004-=-)sand considered crucial for task performance of groups (Hinsz et al., 1997). For instance, insknowledge-heterogeneous dyads a tutor-tutee role distribution may emerge spontaneouslysand improve learni...

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...e interaction in any CL approach [21]. Moreover, most current CL methods achieve individual accountability by other means than reward interdependence, for example through the use of roles [22], [23]. =-=[24]-=-, [25], rather than through assessment (reward structures). 2.2 Common Approaches to Assessment of CL Although assessment of CL gained attention in the past decade in face-to-face [26], [27], [28] and...

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...o engage in collaborative argumentation and productively resolve conflicts [9]. On a macro level, process losses due to inefficient task coordination often outweigh the advantages of combining forces =-=[10]-=-. On a micro level, students often avoid taking a critical stance towards peers' contributions, but typically aim for quick consensus [11]. To tackle these problems, we devised a structured computer-m...

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... It allows students to actively schedule their activities and assign roles within the group, instead of just exploring the content in order to finish their learning task (Hammond & Wiriyapinit, 2004; =-=Strijbos, Martens, Jochems, & Broers, 2004-=-). As such, every member of this community may be seen as both learner and tutor. Of course, the designated tutor continues to have a status apart, being responsible for the overall coordination of th...

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...so found out that coordination of group work is much more difficult in a distributed setting as compared to face-to-face collaboration. Although measures can be taken by introducing functional roles (=-=Strijbos et al., 2004-=-) and by providing reflection cues stimulating learners to reflect on their working processes and collaboration (Dewiyanti, Brand-Gruwel & Jochems, in press), the effect of these measures on group per...

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...rs are integral to aiding the completion of the most appropriate and relevant codes of ethical conduct. While extant scholarship on group dynamics often specifies a separation of roles within groups (=-=Strijbos et al. 2004-=-), the process outlined here provides a higher likelihood of emotional connection to issues at hand, as well as a substantially larger stake in their successful usage. Thus, a third-party consultant t...