Type of collaboration had a significant overall effect on knowledge construction after controlling for timing of supportive information presentation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across the four conditions (IB-OD; IB-PD; ID-OD; ID-PD), type of collaboration significantly affected quality of knowledge construction after controlling for the timing condition. → Noroozi 2012

Evidence¶

Noroozi 2012¶

Noroozi, O., Busstra, M. C., Mulder, M., Biemans, H. J. A., Tobi, H., Geelen, A., van't Veer, P., Chizari, M. (2012). Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment. Education Tech Research Dev (2012) 60:193-221. https://doi.org/10.1007/s11423-011-9217-2

q3 · i? · causal · r2

Omnibus ANCOVA over the four timing-by-collaboration conditions in the sequential experiment. The article reports a significant overall difference between the four conditions, F (3, 79) = 5.20; p < 0.01, allowing a possible carry-over effect of timing on collaboration.

"There was a significant effect of type of collaboration (PD and OD) on the quality of students' knowledge construction after controlling for the effect of timing of supportive information presentation (IB and ID): F (3, 79) = 5.20; p\ 0.01."

Discussion¶

Related Claims¶

• When supportive information was presented before the learning task clusters, online discussion led to better knowledge construction than personal discussion — a narrower finding that bears on this claim
• When supportive information was presented during the learning task clusters, online and personal discussion had no differential effect on knowledge construction — a narrower finding that bears on this claim
• Presenting supportive information during learning task clusters tended to yield higher quality knowledge construction than presenting it before the clusters — related
• Quality of knowledge construction after the first individual task significantly predicted quality after the subsequent collaborative task — related
• Online discussion in CSCL compensated for suboptimal timing of supportive information presentation before the learning task clusters in IDLM — related