This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES =+0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies. Computer technology (CT) and the tremendous growth of information technologies are transforming the world and the way education is conducted. Electronic data processing, information systems, graphic designs, and computer-mediated communication are making the computer an increasingly indispensable tool in nearly every aspect of work and life. In schools, students are using CT to facilitate their learning in various subjects as well as to acquire CT knowledge and skills to meet the challenges in this rapidly changing technological and information age. For example, in mathematics and science, educators and scientists are beginning to worry that school learning cannot keep pace with the developments in science, and they suggest using CT to help fill the gap (Molnar, 1997). More efforts than ever before are being made by governments and institutions to introduce and integrate computers in schools. It is estimated that over 4.4 million computers are currently installed in America’s classrooms and the ratio of students to computers has dropped from 125 students per computer in 1984 to the current ratio of 10 students

Over the last three years, we have been developing a collaborative digital library interface where two children can collaborate using multiple mice on a single computer to access multimedia information concerning animals. This technology, called "SearchKids" leverages our lab's past work in co-present collaborative zoomable interfaces for young children. This paper describes the differences in children's collaborative behavior and dialogue when using two different software conditions to search for animals in the digital library. In this study, half the children had to "confirm" their collaborative activities (e.g., both children had to click on a given area to move to that area). The other half used an "independent" collaboration technique (e.g., just one mouse click allows the pair to move to that area). The participants in this study were 98 second and third grade children (ages 7-9 years old) from a suburban public elementary school in Prince George's County, Maryland. The children were randomly divided into two groups and paired with a classmate of the same gender. Each pair was asked to find as many items as possible from a list of 20 items given a limit of 20 minutes. Sessions were video taped and the first and last five minutes of each session were coded for discussion type and frequency. The results of our study showed distinct differences between groups in how children discussed their shared goals, collaborative tasks, and what outcomes they had in successfully finding multimedia information in the digital library. These findings suggest various ways educators might use and technologists might develop new collaborative technologies for learning.

: This paper describes a study in which a WWW learning environment was created using socio-constructivist instructional design principles. A qualitative research method was used to investigate the learning behaviours of classroom-based students in this instructional setting. In particular the study sought to investigate collaborative learner behaviours in settings where the instructional materials involved open-ended investigations and learner support by means of a printed guide. Observations of student behaviours provided little to confirm our contentions that such environments will create an instructional setting which encourages cooperation, reflection and articulation among students. Introduction There is growing interest in higher education about the use of the World Wide Web (WWW) as a learning tool. The WWW enables the development of powerful information sources to support learning and facilitates studentcentred instruction [Becker & Dwyer 1994]. It supports and encoura...

After their beginnings in computer-aided instruction, automated tutors have re-emerged as intelligent tutoring systems. These intelligent tutors have obtained considerable success by using results from cognitive psychology and artificial intelligence to permit non-traditional instruction which is tailored to their individual students. The success of these automated tutors is due to their precise understanding and modeling of both the student and the domain being taught. A common measure of the robustness of an automated tutor is the size of the domain that it can understand. The schema-based Prolog tutor described in this dissertation is capable of recognizing a larger class of programs than existing Prolog tutors. By using powerful generalized transformations, our Prolog tutor can generate this class of programs from a very small set of normal form programs. Thus, our Prolog tutor recognizes a larger class of programs using fewer normal form programs than existing Prolog tutors. One o...

This study explored the professional development experiences of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computermediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meetings. Research methods including discourse analysis and archival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) than face-to-face discourse. The study findings suggest that the value of CMC lies in its ability to facilitate professional collaboration between teachers and encourage critical reflection on educational policy and practice. 284 Hawkes and Romiszowski Computer-mediated communication (CMC) presents teachers with new opportunities for communication. Though the use of CMC suggests more convenient access to professional colleagues, it does not ensure professional growth and learning experiences. The purpose of this study was to determine if and how critical reflection—as a meaningful professional development objective—arises from computer-mediated collaborative dialogue. This research begins by examining the role of collaboration and dialogue in teacher learning. Applications of CMC for teacher development are reviewed followed by a description of the study context. The results of the research are presented followed by a discussion of network technology’s capacity for facilitating new conceptions of inservice teacher development, and engaging professionals in an analysis of practice that is both contextually relevant and informed by the experiences of peers.

Traffic Safety Administration, in the interest of information exchange. The opinions, findings, and conclusions expressed in this publication are those of the authors and not necessarily those of the Department of Transportation or the National Highway Traffic Safety Administration. The United States Government assumes no liability for its contents or use thereof. If trade or manufacturers ’ names or products are mentioned, it is only because they are considered essential to the object of publication and should not be construed as an endorsement. The United States Government does not endorse products or manufacturers.

Collaborative problem solving involves the active exchange and interaction of ideas between two or more people and such interactive exchanges can result in the joint production of co-constructed ideas, some of which may be novel. We analyzed verbal data of pairs of students collaboratively solving problems posed by a computer workplace simulation (a banking business), and then individually solving two transfer problems, in order to examine the frequency of occurrence of co-constructed novel ideas, and the subsequent individual reuse of these co-constructed ideas. The results show that in collaborative interactions, about 20% of the task-relevant ideas were produced jointly, whereas about 80% of the utterances were produced individually (i.e., they were selfexplanations) . However, about half of these jointly produced ideas (or 10%) were novel. Moreover, individual collaborators were able to reuse these jointly constructed ideas to solve transfer problems. Finally, more interactive collaborative pairs produced a higher proportion of jointly constructed ideas than less interactive pairs, and individual members of more interactive pairs reused jointly constructed ideas more than low interactive pairs.

This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Developing Understanding of the Idea of Communities

The development of reflective practice in post-graduate business education through the use of peer-centered coaching strategies

This dissertation is a study of the use of a Computer Mediated Communication environment to support peer interaction and self-help groups, in a postgraduate level at the Institute of Education. In the literature review the nature of learning has been discussed and the educational and social benefits of collaboration and cooperation have been pointed out. Different aspects of using CMC both synchronously and asynchronously have also been introduced. The online environment examined in this study existed independently to my involvement. The collection of the messages lasted for a five-month period of time and data was analysed both qualitatively and quantitatively. Additional data to support my analysis have been provided from fieldnotes, informal, and semi-structured interviews. The analysis revolved around three main areas: the way the environment was used, the "openness" and the "closure" of the environment, and the different positions established in the groups. Data analysis suggested that the online environment was mainly used as an online space for the publication of information, and as a supplementary, to the face-to-face environment, medium for communication whereas its socialising role was interlined. These findings were consistent to the literature. It was also suggested that whereas the environment has been "open" in terms of the content of the discussion, it has been "closed" in terms of membership. It was also indicated that members were taking up different positions in the groups inconsistently because of the informal character of the environment. It was finally suggested that the online environment was mostly used as a medium for the development of more in-depth arguments, in agreement with the literature, rather than with the development of more in-depth di...