Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?

By Tammy Schellens, Martin Valcke. Computers in Human Behavior, 2005

396 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2161324c1c67414c36785096e8f77496e348974a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Bram De Wever
2. Ngoc Thuy Thi Thai
3. Martin A. Andresen
4. Hilde Van Keer
5. Sanna Järvelä
6. Martin Valcke
7. Frank Fischer
8. Tammy Schellens

In Education

1. Bram De Wever
2. Ngoc Thuy Thi Thai
3. Martin A. Andresen
4. Hilde Van Keer
5. Martin Valcke
6. Sanna Järvelä
7. Tammy Schellens
8. Barry L. Bayus

In Social Psychology

1. Bram De Wever
2. Ngoc Thuy Thi Thai
3. Martin A. Andresen
4. Martin Valcke
5. Hilde Van Keer
6. Barry L. Bayus
7. Tammy Schellens
8. Frank Fischer

Citations in the corpus

• The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, methodology): “For example, available research on computer supported collaborative learning (DeWever, Van Keer, Schellens,& Valcke, 2007; Schellens& Valcke, 2005, 2006) could inspire alternative blends to be contrasted with EL and TL.”
• Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “Additionally, they found that groups with more discussion resulted in higher level of knowledge construction ( Schellens and Valcke, 2005 ), as well as smaller asynchronous discussion groups (n ≤ 14) resulted in higher levels of task-oriented communication and, hence, a higher proportion of higher p”
• The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “Schellens & Valcke, 2005 ) but in many studies students posted so few messages that no learning could be expected (Hammond, 1999; Goodyear, Jones, Asensio, Hodgson, & Steeples, 2004).”
• The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups (2005, background): “…GROUP RESEARCH, Vol. 36 No. 6, December 2005 704-745 DOI: 10.1177/1046496405281771 © 2005 Sage Publications task complexity), and individual student characteristics (e.g., learning styles, attitude toward the learning environment; Schellens & Valcke, 2005; Schellens, Van Keer, & Valcke, in press).”
• Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review (2006, methodology): “Schellens and Valcke (2005) applied the model of Veerman and Veldhuis-Diermanse (2001) in a CSCL-setting involving 230 students during a 12 week first year university course.”
• Crowdsourcing New Product Ideas over Time: An Analysis of the Dell IdeaStorm Community (2013, background): “Interacting with others via online comments also has been shown to promote active and critical thinking (Garrison et al. 2001, Schellens and Valcke 2005).”