CritiqueOne

Tiffany Hoefer May 18, 2011 EDET 780 Critique #1

Prinsen F, Volman M, Terwel J. The Influence of Learner Characteristics on Degree and Type of Participation in a CSCL Environment. //British Journal of Educational Technology// [serial online]. November 1, 2007;38(6):1037-1055. Available from: ERIC, Ipswich, MA. Accessed May 11, 2011.

Introduction

The goal of this quantitative descriptive, exploratory study was to determine if working with Computer-Supported Collaborative Learning (CSCL) provides equitable benefit to all participants. A lesson series was developed about healthy eating. Using Knowledge Forum, (an electronic group workspace designed by the Ontario Institute for Studies in Education to facilitate the process of knowledge building) groups of four students participated in discussion tasks. Student participation was measured by amount and type and related to the student’s characteristics, prior knowledge and attitudinal variables.

The researchers specifically examined if differences in gender, socio-cultural background, ability and popularity affect student participation. Additionally, the researchers studied the effects of differences in computer skills and attitudes and comprehensive reading skills on student participation. These were the control and independent variables. The researchers were particularly interested in the type of student participation, as opposed to just the degree at which students participated. These were the dependent variables.

Students were chosen from five 5th Grade classes, with an average age of 10 years old. The students’ existing teachers were incorporated into study participation. The schools from which the students were chosen were all located in Amsterdam, the Netherlands. The schools all had a relationship with a local organization known for facilitating the schools’ computer networks. School selection was based on the ability to provide access to diverse student population and varied socio-economic neighborhoods from around the city. 120 students participated in the study (57 boys and 63 girls) through CSL discussions and completed questionnaires. Measurements of general ability, cultural background, popularity, relevant skills and attitudes were assigned based on questionnaires and IQ tests. One-fourth of the participants were children of immigrants, with another quarter coming from low-income circumstances. The teacher divided the students into heterogeneous groups of four. They attempted to create group compositions which consisted of:

- two boys with two girls - two lower achievers with two higher achievers - two pairs with different socio-ethnic backgrounds Before the research study was started, the participating teachers took part in a workshop, which explained the Knowledge Forum application. Three 2-hour sessions were conducted to provide familiarization with the Knowledge Forum application and CSCL theory. The teachers agreed to provide approximately 70 hours of time over six weeks (one lesson per week) to implement the lesson plan.

Over the six lessons, students received instruction on ‘nutrition and health’. Students were provided with a sample lesson, feedback, instruction, and scaffolding. After reading a chapter on health eating, students were required to carry out thirty-minute discussion tasks that were to be performed solely on the computer based on assigned discussion questions. The questions were designed as open-ended (non-fixed answer) questions. Over the total study, students discussed seven complex questions. Students received feedback from the teachers about how they performed in the discussion tasks. This feedback consisted of analysis of the students discussions as it related to be on or off task (was it question related or outside conversation).

While the student groups were using the computers to complete the discussion tasks, at least one researcher was always on site to help with any program use problems.

Data were analyzed using regression analysis and analyses of variance (ANOVA). The data were reported in two subsections, in which the data were explained and analyzed in relation to the two dependent variables of 1) degree of participation and 2) type of participation.

The study revealed significant differences in the degree of student participation in relation to number or words and number of messages contributed to the discussions. Girls contribute more words to the discussions than boys and rely on their computer skills more heavily than their male counterparts. Popular students are more active in discussions and students with immigrant parents are less active. Students with better comprehensive reading skills contribute more words to the discussion than those who struggle in this area.

The only variable that appeared to affect the type of student participation was gender. Boys provided more contributions with answers and explanations than girls, where as girls ask more questions of other participants than boys. Contributions of acceptance of other posts were more often from girls, where as the boys provided more messages indicating disagreement.

The researchers acknowledge that the study did not measure the relationship between student participation and learning gain, but that they made assumptions about the relationship between quality of participation and learning gain. The researchers also acknowledge that different roles in collaborative learning may affect the learning process and the development stages of student participation because the time frame of the study was not long enough to facilitate role development and change.

According to the researchers, this study raises awareness for teachers to encourage students to participate in varying degrees of styles. Boys may be encouraged to be less critical and more accepting. Conversely, girls can be given a ‘green light’ to engage in a higher amount of constructive criticism. The overall benefit of the study, as determined by the researchers, is to understand how student differences affect group collaboration and learning. Subsequently, teachers can adjust for these differences and create a more beneficial learning environment.

The next logical step for the progression of this research is to study how and how much these differences affect learning outcomes and how to maximize positive learning gains across all groups. Longer studies would have to be conducted with measurements of learning gain and how students react to changes in delivery of instruction.

Critique

The article presented for this study clearly indicated the areas of research and what the researchers hoped to measure. The research questions were clear and concise, and the explanations related to the data, the measurement of the data and the reporting of the data were appropriate and easily understandable.

The literature review was extensive without overwhelming the article. The researchers clearly showed gaps in the previous research, which validated the need for this study. While past research had investigated gender differences – often with conflicting findings – the past research failed to address many of the questions addressed in this study, such as ethnicity, abilities and social background.

The authors do an excellent job of explaining the theoretical notions related to the study. The authors clearly state how CSCL is based on theories from the cooperative learning and sociocontstructivist perspectives. They explain the link between cognitive growth and communication, emphasizing the relevance and importance of the research.

The author does a nice job of presenting the information clearly and cleanly. As the article appeared in an academic journal, it was necessary for the article to have depth and statistical explanations. Yet the author managed to present the information in a way that would make the information accessible to those outside of academia.

While I want to try and focus my research for this class more toward the adult learner, there is some very good and applicable information to be found in this article. Since many characteristics that affect the habits of younger learners continue throughout life, such as gender and ethnicity, it is reasonable to accept that these things will have an effect on the adult learner too. Since on-line learning and computer-based applications are still relatively new and evolving, any research regarding behaviors and participation could be helpful and welcome.

The results of this study are clearly presented in the article and even though some questions did not have conclusive findings, the authors clearly outlined finding and any statistical significance. The authors provided suggestions on how to use this information to improve CSCL activities. The authors did make some assumptions that may or may not prove to be true, but they were careful to explain that these points were assumptions and not tested points within the study.

Conclusion

This study provides valuable insight into the factors affecting positive outcomes in the use of CSCL. The article provided me with a detailed understanding of the theoretical background and framework related to CSCL. As past studies left a gap in our understanding of many of the learner characteristics affecting student participation and success with the use of CSCL, I personally will find this study helpful. While my focus is primarily on adult learners, I think this research provides valuable data about characteristics that do not change with age (i.e., ethnicity and gender). The findings may help instructors and educators to be more aware of the reasons why students do not participate or experience less success than some of their peers and subsequently help the educator to modify their curriculum or style to help students perform better. If educators are aware of the characteristics affecting CSCL participation, they can monitor activity and work to improve participation from the less active student, and hopefully improve learning gain along with increasing participation.

PowerPoint Presentation:

Screencast narration: http://screencast.com/t/08L8NyOOA7