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The Effects of a Peer Feedback Intervention on Cognitive Group Awareness and Collaborative Outcomes in Computer-Supported Collaborative Learning

Boksebeld, L.G.J. (2022) The Effects of a Peer Feedback Intervention on Cognitive Group Awareness and Collaborative Outcomes in Computer-Supported Collaborative Learning.

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Abstract:One requirement of CSCL is cognitive group awareness (CGA), which entails being aware of group members’ knowledge and expertise (Janssen & Bodemer, 2013). However, students experience challenges with communication and coordination (Erkens et al., 2005; Janssen et al., 2007). This could lead to a lack of CGA. A potential solution could be peer feedback. Increased CGA could also positively affect collaborative outcomes (Janssen & Bodemer, 2013). Therefore, the aim of the study was to find out if peer feedback could improve CGA and if (improved) CGA leads to better collaborative outcomes (grades). For the analysis, CGA was split into skill group awareness (skill GA), domain knowledge group awareness (domain knowledge GA), group agreement on skills, and group agreement on domain knowledge. Results showed that peer feedback significantly positively influenced the group agreement on the skills. However, this was not the case for group agreement on the domain knowledge, skill GA, and domain knowledge GA. The analysis also showed that, in some cases, when group agreement on skills or the skill GA got higher, the grades also got higher. It is recommended to stimulate social interaction since it could aid in improving CGA and collaborative outcomes.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:https://purl.utwente.nl/essays/89794
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