Enhancing non-task sociability of asynchronous CSCL environments

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

Enhancing non-task sociability of asynchronous CSCL environments

Abedin, B

Daneshgar, F D'Ambra, J

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Publication Type:: Journal Article
Citation:: Computers and Education, 2011, 57 (4), pp. 2535 - 2547
Issue Date:: 2011-12-01

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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	2011-12-01	en_US
dc.identifier.citation	Computers and Education, 2011, 57 (4), pp. 2535 - 2547	en_US
dc.identifier.issn	0360-1315	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29056
dc.description.abstract	While from a technological perspective Computer Supported Collaborative Learning (CSCL) systems have been improved considerably, previous studies have shown that the social aspect of the CSCL is often neglected or assumed to happen automatically by simply creating such virtual learning environments. By distinguishing between students' non-task social interactions from on-task interactions, and through a content analysis, this paper demonstrates that non-task interactions do occur frequently in CSCL environments. Furthermore, by conducting a self-reported survey, the present study operationalizes non-task sociability of CSCL environments and determines factors that affect them. The findings from the survey revealed that the sense of cohesion and awareness about others significantly impact the non-task sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness about others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this paper can be used in future research for investigating the relationship between the non-task sociability of CSCL and other CSCL factors. The study also provides the CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. And finally, this study develops and validates an instrument that guides required changes in current CSCL systems to improve the non-task social functionality of the environment. © 2011 Elsevier Ltd. All rights reserved.	en_US
dc.relation.ispartof	Computers and Education	en_US
dc.relation.isbasedon	10.1016/j.compedu.2011.06.002	en_US
dc.subject.classification	Education	en_US
dc.title	Enhancing non-task sociability of asynchronous CSCL environments	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	57	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	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	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	57	en_US

Abstract:

While from a technological perspective Computer Supported Collaborative Learning (CSCL) systems have been improved considerably, previous studies have shown that the social aspect of the CSCL is often neglected or assumed to happen automatically by simply creating such virtual learning environments. By distinguishing between students' non-task social interactions from on-task interactions, and through a content analysis, this paper demonstrates that non-task interactions do occur frequently in CSCL environments. Furthermore, by conducting a self-reported survey, the present study operationalizes non-task sociability of CSCL environments and determines factors that affect them. The findings from the survey revealed that the sense of cohesion and awareness about others significantly impact the non-task sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness about others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this paper can be used in future research for investigating the relationship between the non-task sociability of CSCL and other CSCL factors. The study also provides the CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. And finally, this study develops and validates an instrument that guides required changes in current CSCL systems to improve the non-task social functionality of the environment. © 2011 Elsevier Ltd. All rights reserved.

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http://hdl.handle.net/10453/29056