When supportive information was presented during the learning task clusters, online and personal discussion had no differential effect on knowledge construction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Design limits · Noroozi 2012: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Under the information-during (ID) timing condition, the online discussion and personal discussion conditions did not differ in knowledge construction outcomes. → 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
Null contrast reported for the ID timing condition in the sequential experiment: after optimal (during-task) presentation of supportive information in IDLM, the type of collaboration in phase 2 made no detectable difference to test 2 knowledge construction quality. Equivalence was not tested; the detailed post-hoc statistics lie beyond the supplied text.
"When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction."
Discussion¶
Related Claims¶
- Type of collaboration had a significant overall effect on knowledge construction after controlling for timing of supportive information presentation — a broader claim this one bears on
- Presenting supportive information during learning task clusters tended to yield higher quality knowledge construction than presenting it before the clusters — related
- When supportive information was presented before the learning task clusters, online discussion led to better knowledge construction than personal discussion — related
- Online discussion in CSCL compensated for suboptimal timing of supportive information presentation before the learning task clusters in IDLM — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-collaboration-differential-under-information-during |
title |
When supportive information was presented during the learning task clusters, online and personal discussion had no differential effect on knowledge construction |
description |
When supportive information was presented during the learning task clusters, online and personal discussion had no differential effect on knowledge construction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — noroozi-2012 |
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