Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment

This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups (triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems. Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance. Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed.

Charles K. KinzerEmail:

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Manu Kapur   is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer   is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York.