A Computer-Supported Collaborative Learning Design for Quality Interaction

Abstract

This study investigated, through both formative and practical evaluation, the relationships among the use of functions in computer-supported collaborative learning (CSCL), psychological factors, and learning behaviors related to applying the Community of Inquiry (CoI) framework. The goal was to increase active interaction among learners. In two experiments inside and outside the classroom, the authors examined an online discussion and collected data using questionnaires that assessed perceived psychological factors, as well as communication logs related to the efficacy of CoI. The results of a path analysis showed two points. First, cognitive learning tools support the enhancement of expressive cognitive presence that promotes the perception of CoI as formative evaluation. Second, the frequency of the use of the functions fostered expressive social and cognitive presence (which enhanced the perception of both), perceived contribution, and satisfaction with online discussion. This article is part of a special issue on social media for learning.