Çalışkan, ErkanDeryakulu, Deniz2019-05-222019-05-222005http://hdl.handle.net/20.500.12575/66312The 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.enComputer supported collaborative learninggroup structuresocial skillsinteraction frequencyArticle3824968