Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?

Abstract

Does working in a Computer supported collaborative learning (CSCL) environment, and more specific, working in “asynchronous electronic discussion groups”, have an impact on cognitive processing? This general research question has been researched in a study involving 230 freshmen taking the course “educational sciences”. During four months, students were working in 23 discussion groups on collaboration tasks based on authentic situations and problems. The transcripts of eight groups were randomly selected and analysed. A variety of content analysis models was adopted to ground theoretical assumptions about the value of collaborative learning environments. The messages were coded building on the models by Veerman and Veldhuis-Diermanse (2001) and Gunawardena, Lowe, and Anderson (1997). The theoretical basis of the study integrates the models in a conceptual framework, building on the information processing approach to knowledge construction and social-constructivist principles. The results confirm that interaction in the discussion is very task-oriented, stays task-oriented and reflects high phases in knowledge construction. Clear results can be presented about the impact of the amount of discussion activity on the nature and quality of the discussions and the phases of knowledge construction. In the discussion section, methodological issues are presented. The research points at a number of methodological issues and directions for future research.