PROJECT TITLE :

A Computer-Supported Collaborative Learning Design for Quality Interaction

ABSTRACT:

This study investigated, through each formative and sensible analysis, the relationships among the utilization of functions in laptop-supported collaborative learning (CSCL), psychological factors, and learning behaviors related to applying the Community of Inquiry (CoI) framework. The goal was to increase active interaction among learners. In 2 experiments inside and out of doors the classroom, the authors examined an on-line discussion and picked up data using questionnaires that assessed perceived psychological factors, as well as communication logs related to the efficacy of CoI. The results of a path analysis showed 2 points. First, cognitive learning tools support the enhancement of expressive cognitive presence that promotes the perception of CoI as formative evaluation. Second, the frequency of the use of the functions fostered expressive social and cognitive presence (which enhanced the perception of each), perceived contribution, and satisfaction with on-line discussion. This text is part of a special issue on social media for learning.