The Role of Group Interaction in Collective Efficacy and CSCL Performance

Abstract

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.