The influence of learner characteristics on degree and type of participation in a CSCL environment

Computer-Supported Collaborative Learning (CSCL) is often presented as a promising learning method. However, it is also facing some new challenges. Apart from answering the question of whether or not working with CSCL generates satisfying learning outcomes, it is important to determine whether or not all participants profit from collaboration, with the computer as a means of communication. This paper describes the implementation and effects of an experimental program in 5 classes with a total of 120 students in elementary education who, in groups of four, engaged in Knowledge Forum discussion tasks on the subject of healthy eating. The study explores whether or not differences occur in the participation of students who differ in gender, sociocultural background and ability, and whether or not computer skills, computer attitudes, comprehensive reading scores and popularity with classmates are related to student participation. Students’ participation in this CSCL environment appears to be dependent on a number of learner characteristics. Girls contribute more words to the discussions than boys do and are more dependent on their computer skills in this production. Students who are good at comprehensive reading also contribute more words. Popularity among classmates appears to influence the degree of participation further. We also found indications that students with immigrant parents write fewer contributions than those whose parents are not immigrants. Introduction Computer-Supported Collaborative Learning (CSCL) is often presented as a promising learning method. It offers the opportunity to collaborate with peers, which can enhance students’ learning processes, as several studies have shown (Scardamalia & Bereiter, 1994; Slavin, 1990; Webb & Palincsar, 1996). Such studies reveal that the collaborative British Journal of Educational Technology (2006) doi:10.1111/j.1467-8535.2006.00692.x © 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. learning process should be supported by a teacher, who clarifies the learning goals, creates an open and meaningful learning task, and suggests resources for use in the completion of this task. In CSCL, support from the computer application provides further opportunities for learning. The way in which the learner grasps and uses the affordances and resources of the environment is decisive for the learning that can take place. In this paper, we investigate whether or not all participants profit equally from working with CSCL. Studies in cooperative learning have shown differences in participation and learning outcomes that can be traced to predictors such as ability, preknowledge, socialcultural background and gender (Terwel, Gillies, Van den Eeden & Hoek, 2001; Webb, 1984). Several studies in Computer Mediated Communication (CMC) and CSCL have shown differences in the amount and type of participation related to learner characteristics (eg, Barrett & Lally, 1999; Lipponen, 1999; Robertson, Hewitt & Scardamalia, 2003). The differences found often concern gender differences (Prinsen, Volman & Terwel, 2006). In this study, we explore whether or not differences occur in the participation of students who differ in gender, sociocultural background, ability and popularity with classmates. We also investigate differential participation according to differences in computer skills, computer attitudes and comprehensive reading skills. The investigation is based on the following research questions: 1. How do the student characteristics (gender, social-cultural background, ability and popularity) affect participation in CSCL? 2. How do the preknowledge and attitude variables (computer skills, attitude towards working with computers and comprehensive reading scores) affect participation in CSCL? 3. Do interaction effects occur between student characteristics and prior knowledge and attitude variables? These questions involve looking at the degree of student participation in CSCL discussions. However, merely looking at the degree of participation by students is only superficially informative about their opportunities for learning. The types of interaction in which students engage, more specifically the quality of their participation, come closer to being determinants of the actual learning gain. That is why we first report on the degree of participation in CSCL discussions, followed by the type of participation in this learning environment. Theoretical and empirical background CSCL is based on a combination of theoretical notions developed in the field of cooperative learning and a socioconstructivist perspective. Cooperative learning research emphasises the importance of inducing sociocognitive conflicts, resource sharing and verbalising thoughts as the primary mechanisms for learning and development. A socioconstructivist perspective emphasises collaborative knowledge building in a community of inquiry. In CSCL, one of the basic mechanisms of cognitive growth is considered to be communicative in nature (Shunk, 2000; Vygotsky, 1978). 2 British Journal of Educational Technology © 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. It is assumed that participation in collaborative knowledge-building interactions in a CSCL learning environment can enhance participants’ learning. The participation of all students in a collaborative discussion in the classroom is therefore considered important. Participation in communicative computer environments, however, does not appear to be balanced. A review of the literature on this issue mainly yielded findings on gender differences (Prinsen et al, 2006). Studies by Barrett and Lally (1999) and by Carr, Cox, Eden and Hanslo (2004) report that male students take more turns and send more messages than female students do. Lipponen (1999) and Robertson et al (2003) report similar results in CSCL studies with girls writing a relatively lower proportion of notes. Some studies, however, find that the length of female students’ messages is greater than those of male students (Li, 2002; Robertson et al, 2003). Others also find a tendency for boys to enter more words than girls do (McConnell, 1997). Some studies report that group composition plays a role in the participation of males and females in CMC (eg, Savicki, Kelley & Lingenfelter, 1996a). Another factor found to be relevant in relation to participation is the degree of popularity that students enjoy with their classmates (Cho, Stefanone & Gay, 2002; Lipponen, Rahikainen, Hakkarainen & Palonen, 2003). The position in the social network of the class appears to be a more prominent determinant of participation than is often assumed; a student’s status or popularity affects both the degree of his or her participation and the extent to which information is actually shared regardless of the content of the contributions. Surprisingly, little is known about differences in participation in CSCL, depending on students’ ability level or ethnic or social background. Differences between minority and majority groups and differences according to social background may be expected. Previous studies have shown that differences in computer experience and comprehensive reading ability related to social and ethnic background influence students’ participation in educational activities involving computer-mediated communication (Volman, Van Eck, Heemskerk & Kuiper, 2005). Research into differences between students in type of participation also shows mainly gender differences. Participation indicators such as levels of agreement and disagreement in groups, the amount of argumentation and personal opinion offered, and the number of questions asked have been studied. In the study by Selfe and Meyer (1991), males were found to disagree with others twice as often as females, although no differences were found in the number of agreements. Savicki et al (1996b) measured the level of conflict in differently gender-composed groups. Male-only groups showed the largest percentage of messages containing tension (attacking an opposing argument), followed by mixed groups, with female-only groups showing no tension. In a study by Savicki, Kelley and Oesterreich (1999), boys’ groups communicated more by means of arguments, attacks and responses to attacks. Underwood, Underwood and Wood (2001) noticed that in CSCL, as in CMC, males tend to post more authoritative statements while female students seem more willing to share their own intuitive conceptions and personal opinions. Li (2002) found that female students’ messages contain signifiInfluence of learner characteristics in CSCL 3 © 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. cantly more ‘information requesting’ than those of male students. Females’ initial messages included significantly fewer ‘explanation-providing’ messages than males’ initial messages. As to differences in ability level, differences in the guidance students need in order to participate adequately have been noticed. Rahikainen, Lallimo and Hakkarainen (2001) showed that the teacher’s guidance in a Computer Supported Intentional Learning Environment (CSILE) learning environment varied a great deal according to students’ level of advancement. The less advanced students were still being guided by the teacher in searching for new information and externalising their thoughts at the end of the course, whereas for other students, this kind of guidance was only necessary at the beginning of the course. Again, the literature does not reveal much about differences in the types of participation of students from different ethnic and social backgrounds. In the literature, computer skills and computer attitudes appear to be related to participation in computer use in education. Such variables often explain the relationship found between gender and participation in educational computer activities (Volman & Van Eck, 2001). Little research has focused on these variables in CSCL, although Bernard, Mills and Friend (2000) draw attention to differences between males and females in computer anxiety. The females in their CSCL study demonstrated higher levels of computer anxiety. This may have influenced their enjoyment of working in these environments. Males’ and females’ attitudes towards CSCL have, as far as we know, not been studied directly, however. Such a study could be interesting as it has been argued that CSCL may have a number of features that are attractive to girls, in particular interaction, collaboration, writing and problem solving. Finally, in our search, we did not find any studies addressing the relationship between student characteristics like gender, social and ethnic background, ability level and popularity, or preknowledge and attitude variables like computer skills and computer attitude on the one hand, and cognitive and affective learning outcomes of students in CSCL environments on the other (Prinsen et al, 2006). CSCL researchers are starting to take an interest in the participation of different categories of students in CSCL. Until now there have not been enough findings to answer general questions about the impact of student characteristics. A number of factors add to the difficulty of executing careful reviews of the findings. CSCL applications vary. They vary in their affordances, such as the amount of support they provide for collaboration. Also, the methods of study vary, and questions that seem similar on the surface are answered by means of quite different research designs. A systematic reporting on the (learning environment) factors that could influence the variables under examination is often lacking. The task is not always explained clearly; nor is the application used always thoroughly described, while grouping decisions are not explained in advance (Crook, 1998) and instructions issued to students in advance of their use of CSCL are 4 British Journal of Educational Technology © 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. hardly ever elaborated. The role of the teacher in structuring the learning process might be supported in better informed ways if research could arrive at conclusions as to how these factors in the learning environment affect the participation and learning outcomes of students working with CSCL. On the basis of the literature, we decided to investigate whether or not patterns of participation in CSCL are related to gender, sociocultural background, ability level and popularity. We will also look at differences in computer skills and computer attitudes. Because we are investigating the participation of students in a computer-supported learning environment that strongly relies on students’ language skills, comprehensive reading skills of students will also be taken into account. Research methodology