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Antecedents–processes–consequences framework for CSCL research

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The article argues that fundamental understanding of CSCL requires simultaneously studying antecedents (student-, group-, task-, and technological characteristics), processes (descriptions and qualities of interactions and individual learning activities during collaboration), and consequences (e.g., individual achievement, group performance, perceived efficacy) of collaboration, and whether processes mediate antecedents' effects on consequences. Table 2 enumerates the antecedent elements, such as prior knowledge, group size, task complexity, and availability of collaboration scripts, scaffolds, and awareness tools.

Accounts

  • Antecedents–processes–consequences framework for CSCL research: The article argues that fundamental understanding of CSCL requires simultaneously studying antecedents (student-, group-, task-, and technological characteristics), processes (descriptions and qualities of interactions and individual learning activities during collaboration), and consequences (e.g., individual achievement, group performance, perceived efficacy) of collaboration, and whether processes mediate antecedents' effects on consequences. Table 2 enumerates the antecedent elements, such as prior knowledge, group size, task complexity, and availability of collaboration scripts, scaffolds, and awareness tools. (Jeroen Janssen (2020))

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Key Sources

  • Jeroen Janssen, Paul A. Kirschner. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09729-5
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type research-method
id antecedentsprocessesconsequences-framework-for-cscl-research
title Antecedents–processes–consequences framework for CSCL research
description The article argues that fundamental understanding of CSCL requires simultaneously studying antecedents (student-, group-, task-, and technological characteristics), processes (descriptions and qualities of interactions and individual learning activities during collaboration), and consequences (e.g.,
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