Browsing by Author "Wang, Shu-Ling"

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The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning
(2007-09-01)
Wang, Shu-Ling
;
Lin, Sunny S. J.
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教育研究所
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Institute of Education
Although research has suggested that group composition plays an important role in collaborative learning, the role of motivation in group composition has rarely been taken into account. This study investigates the effects of group composition of self-efficacy (e.g. low, high, and mixed self-efficacy) on group motivation (i.e. collective efficacy), collaborative learning behavior, and performance in a computer-supported collaborative learning environment. The results indicate that high self-efficacy groups have higher collective efficacy beliefs than low self-efficacy groups. Furthermore, high self-efficacy groups use more high-level cognitive skills during group discussion than low self-efficacy groups, despite no significant difference in usage of lowlevel cognitive skills among the three groups. This study also demonstrates that collective efficacy has positive effects on discussion behaviors and group performance. Students with higher collective efficacy not only use more high-level cognitive skills in group discussion, but also demonstrate better academic performance. Our research further indicates that students' use of high-level cognitive skills in group discussion has positive effects on group performance. Finally, implications and suggestions for future research are also provided. (c) 2006 Elsevier Ltd. All rights reserved.
The Role of Group Interaction in Collective Efficacy and CSCL Performance
(2014-10-01)
Wang, Shu-Ling
;
Hsu, Hsien-Yuan
;
Lin, Sunny S. J.
;
Hwang, Gwo-Jen
;
教育研究所
Although research has identified the importance of interaction behaviors in computer-supported collaborative learning (CSCL), very few attempts have been made to carry out in-depth analysis of interaction behaviors. This study thus applies both qualitative (e. g., content analyses, interviews) and quantitative methods in an attempt to investigate the role of interaction behaviors (i. e., cooperative processes, cognitive involvement) in group motivation (i. e., collective efficacy) and group performance in CSCL. A total of 35 college students generated 387 cooperative processes and 421 cognitive ideas during the collaborative process over six weeks. The results indicated that the quality of interaction behaviors was positively related to CSCL performance. High performance groups were more involved in complex cooperative processes, and expressed more cognitive ideas at both high and low cognitive levels than low performance groups. For the role of interaction in collective efficacy, the quantity rather than quality of interaction behaviors played a more critical role in constructing collective efficacy. High efficacy groups had more cooperative processes and cognitive ideas than low collective efficacy groups. The interviews also revealed that group interaction played a mediating role in constructing collective efficacy. For the role of collective efficacy in group performance, the results also show that the high efficacy groups performed better than the low efficacy groups. Implications and suggestions for future research are also provided.