A study of crowd-collaborative learning: an empirical study
| DOI | https://doi.org/10.1108/LHT-01-2018-0016 |
| Published date | 19 November 2018 |
| Pages | 622-635 |
| Date | 19 November 2018 |
| Author | Wen-Shan Lin,Yi-Ju Wang,Hong-Ren Chen |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
A study of crowd-collaborative
learning: an empirical study
Wen-Shan Lin and Yi-Ju Wang
Department of Management Information Systems, National Chiayi University,
Chiayi, Taiwan, and
Hong-Ren Chen
Department of Digital Content and Technology,
National Taichung University of Education, Taichung, Taiwan
Abstract
Purpose –Information technology is widely applied for completing group tasks and enhancing learning in
computer-supported collaborative learning (CSCL) environment. Group members not only complete tasks but
also learn ideas from other members of the group. These ideas can be better than what individual could come
up with. As these ideas are referred as an upward comparison in the perspective of social comparison theory.
However, there are limited studies that provide evidence in investigating how social comparison orientation
(SCO) perceived by individual learner impacts on learning and group performance. The paper aims to discuss
these issues.
Design/methodology/approach –This study experimentally tackles this problem at both individual and
group level. An experimental study was applied in this study. Structural equation modeling and hierarchical
linear modeling approaches are used to validate the data.
Findings –Results of 168 subjects reveal that SCO does have associations with group performance and
learning performance respectively. Discussions and implications for literature and practice are given at the
end of the paper.
Originality/value –This study confirms that the social genesis occurs more effectively through social
interactions in CSCL. It also extends our understandings about the impacts of SCO. Results reveal that
the higher level of SCO adopted by group members, the higher level of social interactions at group level can
be triggered. As a result, the group performance can be enhanced. On one hand, these findings bridge the
research gap in terms of investigating the notion of SCT on CSCL. On the other hand, it provides a possible
solution in alleviating the problem of social loafing as commonly observed in CSCL. Therefore, these findings
fulfilled the two research objectives.
Keywords Team working, Learning, Collaborative learning, Social comparison theory, Group cohesion,
Social interaction theory
Paper type Research paper
Introduction
Computer-supported collaborative learning (CSCL) process is first been studied on
how learners perceive on skill development, self-reported learning and classroom experience
(Alavi, 1994). It is stated that by offering CSCL option, learners can be actively engaged in
learning and enhance social genesis (Hooper and Hannafin, 1991). The social genesis occurs
more effectively through interpersonal interactions in teamwork (Vygotsky,1978). Since then,
researchers work on making understandings about how learners fit themselves in the CSCL
environment. As Puntambekar (2006) point out that the interaction between individual and
collaborativelearning activities are the most important facets of CSCL. It also addresses that
CSCL provides a social process for turning individual leaner’s thoughts into knowledge
buildings(Hoorens, and Damme,2012). However, thereis limited studies have revealed the fact
about the socialprocess occurred in CSCL.Most studies put forth to documentgroup members
experiences in CSCL (Dewiyanti et al., 2007), knowledge building (Kwok et al., 2002), learning
outcomes (Wang and Hwang, 2012), at higher education institutes (Nelson and Crow, 2014).
It is agreedthat CSCL can enhance learning performanceby facilitatingactive learning, critical
thinking, achieving higher scores, high-order cognitive process and to create new knowledge
Library Hi Tech
Vol. 36 No. 4, 2018
pp. 622-635
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-01-2018-0016
Received 26 January 2018
Revised 10 March 2018
Accepted 23 March 2018
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
622
LHT
36,4
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