The effects of group structure, social skills and ınteraction frequency on task performance in computer supported collaborative learning

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dc.contributor.authorÇalışkan, Erkan
dc.contributor.authorDeryakulu, Deniz
dc.date.accessioned2019-05-22T07:32:37Z
dc.date.available2019-05-22T07:32:37Z
dc.date.issued2005
dc.description.abstractThe purpose of this study was to examine the effects of group structure, levels of social skills and interaction frequency on students’ individual and group task performance in computer supported collaborative learning. There were three types of groups: girls, boys and mixed. Participants were 54 elementary 7th and 8th grade students. In the data gathering phase, students’ individual and group reports, records of CSCL tools such as chat, e-mail and forum, and Social Skills Scale were used. In the data analysis phase, one-way ANOVA, independent sample t-test, bivariate and partial correlation, Kruskal Wallis analysis, and multiple linear regression analysis were applied. Results showed that group structure didn’t affect students’ individual or group task performance in computer supported collaborative learning. Interaction frequency, on the other hand, predicted students’ individual task performance whereas social skills did not.tr_TR
dc.identifier.endpage68tr_TR
dc.identifier.issue2tr_TR
dc.identifier.startpage49tr_TR
dc.identifier.urihttp://hdl.handle.net/20.500.12575/66312
dc.identifier.volume38tr_TR
dc.language.isoentr_TR
dc.relationAnkara Üniversitesi Eğitim Bilimleri Fakültesi Dergisitr_TR
dc.relation.journalAnkara Üniversitesi Eğitim Bilimleri Fakültesi Dergisitr_TR
dc.subjectComputer supported collaborative learningtr_TR
dc.subjectgroup structuretr_TR
dc.subjectsocial skillstr_TR
dc.subjectinteraction frequencytr_TR
dc.titleThe effects of group structure, social skills and ınteraction frequency on task performance in computer supported collaborative learningtr_TR
dc.typeArticletr_TR

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