Investigating Influences Among Individuals and Groups in a Collaborative Learning Setting

Investigating Influences Among Individuals and Groups in a Collaborative Learning Setting

Kyparisia A. Papanikolaou (Department of Education, School of Pedagogical & Technological Education, Athens, Greece) and Evangelia Gouli (National and Kapodistrian University of Athens, Athens, Greece)
Copyright: © 2013 |Pages: 17
DOI: 10.4018/jec.2013010102
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The research presented in this paper aims at investigating factors that reflect Individual to Group (I-to-G) and Group to Individual (G-to-I) influences in a collaborative learning setting. An empirical study is described, in which students worked on concept mapping tasks, individually and in groups. Analysing the individual and group concept maps, specific factors were identified that account for G-to-I and I-to-G influences reflecting peer interaction and impact on group and individual achievement during and after collaboration. Dependences were also identified between individual/group characteristics, such as knowledge and style, and individual/group progress. Finally, a discussion about how these factors may inform the learner and group models of the adaptive concept mapping environment COMPASS is given.
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Research Aims

In the research area of collaborative learning, the impact of group work to individuals remains an important but underresearched area (Kerr & Tindale, 2004; Laughlin, Carey, & Kerr, 2008). Among the few studies that focus on how group work may affect and be affected by individuals, open issues under investigation are how individual to group and group to individual impact can be measured in terms of factors that account for learning effectiveness.

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