This chapter describes a multiple case study in Computer Supported Collaborative Learning (CSCL). Feedback and reflection were components in a program in which 5th grade students worked with CSCL in small groups. The feedback and reflection was focused on improving the interaction processes of the students, especially on supporting elaborative contributions in the groups. The interaction processes in two groups were closely followed and analysed, and portrayed through examples. The main research question was: How do interaction processes between students develop within a learning environment in which feedback by the researcher/teacher on elaboration is provided and student reflection on elaboration is encouraged? We expected that feedback and reflection about the quality of the participation, elaboration in particular, would in the initial stages result in better quality participation and more elaborated contributions of the students later on in the process. Looking at the patterns in the interactions over the subsequent lessons, we may conclude that our hypothesis was confirmed. However, the results show significant differences in the quality of participation between individual students and between the two case groups which appear to be related to students’ characteristics and group composition, that is, ability and sociocultural background. The implications for teaching are discussed.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition, In L. B. Resnick (Ed.), Knowing, Learning and Instruction: Essays in Honor of Robert Glaser (pp. 393–451). Hillsdale, NJ: Lawrence Erlbaum.
Bruggen van, J. M., Kirschner, P. A., & Jochems, W. (2002). External representations of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12, 121–138.
Bull, S., Dimitrova, V., & Brna, P. (2002). Enhancing reflective modeling through communicative interaction in learning environments. In P. Brna, M. Baker, K. Stenning, & A. Tiberghien (Eds.), The Role of Communication in Learning to Model (pp. 183–211). Hillsdale, NJ: Lawrence Erlbaum Associates.
CITO (1998). Toets Begrijpend Lezen (Comprehensive Reading Test), G. Staphorsius, & R. Krom, Centraal Instituut voor Toetsontwikkeling (National Institute for Test Development), Arnhem, The Netherlands.
Cohen, E. G., & Lotan, R. A. (1995). Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal, 32, 99–120.
Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (2004). Teaching Cooperative Learning. The Challenge for Teacher Education. New York: State University of New York.
Crook, C. (1994). Computers and the Collaborative Experiences of Learning. London: Routledge.
Dewiyanti, S. (2005). Learning together: A positive experience. The effect of reflection on group process in an asynchronous computer-supported collaborative learning environment. Unpublished doctoral dissertation, Open Universiteit, Maastricht, Nederland. http://www.ou.nl/Docs/Expertise/OTEC/Publicaties/sylvia%20dewiyanti/Proefschrift-versie-final_2005.pdf
Dillenbourg, P., & Self, J. A. (1995). Designing human-computer collaborative learning. In C. E. O’Malley (Ed.), Computer Supported Collaborative Learninig. Hamburg: Springer-Verlag.
Esis. (2006). Eniac School Informatie Systeem, versie 3.40. Rovict, Soest, The Netherlands.
Fakkert, M. C. (2006). Leerprocessen binnen samenwerkend leren in Knowledge Forum: Multiple case studies naar de effectiviteit van tussentijdse feedback op het leerproces van individuen en de samenwerkende groep. Unpublished Master of Education thesis, Vrije Universiteit, Amsterdam.
Fischer, G., & Ostwald J. (2002). Transcending the information given: Designing learning environments for informed participation. Computers in Education, 1, 378–381.
Gennip, H., van Braam, H., & Poulisse, N. (2002). Ict-Onderwijsmonitor Basisonderwijs 2000–2001. Nijmegen: ITS.
Johnson, D. W., & Johnson, R.T. (1994). Learning Together and Alone: Cooperative, Competitive and Individualistic Learning (4th ed). Boston: Allyn and Bacon.
Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1990). Impact of group processing on achievement in cooperative groups. The Journal of Social Psychology, 130, 507–516.
Johnston, L. D. (1997). Risking learning? A comparative study of the attitudes and behaviors of some groups of second-year undergraduate students in Information Management seminars, following the introduction of different technologies designed to enhance critical and creative thinking. Unpublished doctoral dissertation, University of Belfast, Northern Ireland.
Leeman, Y., & Volman, M. (2001). Inclusive education, recipe book or quest. On diversity in the classroom and educational research. International Journal on Inclusive education, 5, 267–379.
Prinsen, F. R., Volman, M. L. L., & Terwel, J. (2006). The influence of learner characteristics on degree and type of participation in a CSCL environment. British Journal of Educational Technology (Online Early Articles). doi:10.1111/j.1467-8535.2006.00692.x
Raven, J. C. (1976). Standard Progressive Matrices. Sets A, B, C, D & E. (ISBN 1856390209). Oxford, England: Oxford Psychologists Press.
Ross, J. A., & Rolheiser, C. (2003). Student assessment practices in cooperative learning, In R. M. Gillies, & A. F. Ashman (Eds.), Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp. 54–68). London: RoutledgeFalmer.
Slavin, R. (1995). Cooperative Learning: Theory, Research and Practice (2nd ed). Boston: Allyn and Bacon.
Stahl, G. (1999). Reflections on WebGuide. Seven issues for the next generation of collaborative knowledge building environments, in Proceedings of CSCL 99: C. Hoadley (Ed.), The Third International Conference on Computer Support for Collaborative Learning (pp. 600–610). Mahwah, NJ: Lawrence Erlbaum.
Terwel, J. (2003). Cooperative learning in secondary education: A curriculum perspective. In R.M. Gillies, & A. F. Ashman (Eds). Cooperative Learning: The social and Intellectual Outcomes of Learning in Groups (pp. 54–68). London: RoutledgeFalmer.
Ulicsak, M.H. (2004). ‘How did it know we weren’t talking?’: An investigation into the impact of self-assessments and feedback in a group activity. Journal of Computer Assisted Learning, 20, 205–211.
Van Dijk, I. M. A. W., Van Oers, H. J. M., & Terwel, J. (2003a). Providing or designing? Constructing models in primary maths education. Learning and Instruction, 13, 53–72.
Van Dijk, I. M. A. W., Van Oers, B.,Terwel, J., & Van den Eeden (2003b). Strategic learning in primary mathematics education: Evaluation of a program in modelling. Educational Research and Evaluation, 9, 161–187.
Veerman, A., & Veldhuis-Diermanse, E. (2001). Collaborative learning through computermediated communications in academic education. Proceedings of the International Conference Euro-CSCL’01. The Netherlands.
Vygotsky, L. (1978). Mind in Society. London: Harvard University Press.
Webb, N. M., & Farivar, S. (1999). Developing productive group interaction in middle school. In A. M. O’Donnell and A. King, eds, Cognitive Perspectives on Peer Learning pp. 117–149. Mahwah, NJ: Erlbaum.
Yager, S., Johnson, D. W., Johnson, R. T., & Snider, B. (1996). The impact of group processing on achievement in cooperative learning groups. The Journal of Social Psychology, 126, 389–397.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Prinsen, F., Terwel, J., Volman, M., Fakkert, M. (2008). Feedback and Reflection to Promote Student Participation in Computer Supported Collaborative Learning: A Multiple Case Study. In: Gillies, R.M., Ashman, A.F., Terwel, J. (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. Computer-Supported Collaborative Learning, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-70892-8_7
Download citation
DOI: https://doi.org/10.1007/978-0-387-70892-8_7
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-70891-1
Online ISBN: 978-0-387-70892-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)