Do nontask interactions matter? the relationship between nontask sociability of computer supported collaborative learning and learning outcomes

Abedin, B; Daneshgar, F; D'Ambra, J

Do nontask interactions matter? the relationship between nontask sociability of computer supported collaborative learning and learning outcomes

Abedin, B

Daneshgar, F D'Ambra, J

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Publication Type:: Journal Article
Citation:: British Journal of Educational Technology, 2012, 43 (3), pp. 385 - 397
Issue Date:: 2012-05-01

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Field	Value	Language
dc.contributor.author	Abedin, B https://orcid.org/0000-0002-3426-443X	en_US
dc.contributor.author	Daneshgar, F	en_US
dc.contributor.author	D'Ambra, J	en_US
dc.date.issued	2012-05-01	en_US
dc.identifier.citation	British Journal of Educational Technology, 2012, 43 (3), pp. 385 - 397	en_US
dc.identifier.issn	0007-1013	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29055
dc.description.abstract	While technological improvements of the computer supported collaborative learning (CSCL) have been substantial, its nontask social aspect has not received proportional attention. This study investigates the notion of nontask sociability of CSCL, and identifies its relationship with the students' learning outcomes using the case of an Australian postgraduate programme. Learning outcome is defined as a multiple variable consisting of pedagogical affect, student's interest and perceived learning. Five items were identified for operationalising the nontask sociability. These are 'finding help', 'sense of appealing', 'sense of boringness', 'sense of interactivity' and 'sense of frustration'. In addition, a strong relationship was revealed between nontask sociability and learning outcomes which implies that further attention needs to be given to the nontask aspect of the CSCL interactions. Theoretical and practical implications of the findings are then discussed. © 2011 BERA.	en_US
dc.relation.ispartof	British Journal of Educational Technology	en_US
dc.relation.isbasedon	10.1111/j.1467-8535.2011.01181.x	en_US
dc.subject.classification	Education	en_US
dc.title	Do nontask interactions matter? the relationship between nontask sociability of computer supported collaborative learning and learning outcomes	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	43	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1099 Other Technology	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - PERSWADE - Centre on Persuasive Systems for Wise Adaptive Living
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

While technological improvements of the computer supported collaborative learning (CSCL) have been substantial, its nontask social aspect has not received proportional attention. This study investigates the notion of nontask sociability of CSCL, and identifies its relationship with the students' learning outcomes using the case of an Australian postgraduate programme. Learning outcome is defined as a multiple variable consisting of pedagogical affect, student's interest and perceived learning. Five items were identified for operationalising the nontask sociability. These are 'finding help', 'sense of appealing', 'sense of boringness', 'sense of interactivity' and 'sense of frustration'. In addition, a strong relationship was revealed between nontask sociability and learning outcomes which implies that further attention needs to be given to the nontask aspect of the CSCL interactions. Theoretical and practical implications of the findings are then discussed. © 2011 BERA.

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http://hdl.handle.net/10453/29055