RESEARCH ARTICLE Open Access
In e ac ion in compu e suppo ed
collabo a i e lea ning: an analysis o he
implemen a ion phase
Nú ia He nández-Sellés
1*
, Pablo-Césa Muñoz-Ca il
2
and Me cedes González-Sanmamed
3
* Co espondence: nu ia@
lasallecampus.es
1
T ansmedia p ojec managemen
and design a La Salle Campus
Mad id. Facul ad de Educación y
Ciencias Sociales, C/La Salle, 10,
28023 Mad id, Spain
Full lis o au ho in o ma ion is
a ailable a he end o he a icle
Abs ac
The e is ex ensi e esea ch on in e ac ion amewo ks in dis ance educa ion and
s udies in Compu e Suppo ed Collabo a i e Lea ning (CSCL) ha e also ocused on
es ablishing in e ac ion models. The e is s ill esea ch o be done, hough, in o de o
iden i y he elemen s ha con igu e in e ac ion o build up a amewo k o hei
in eg a ion, aligned wi h he lea ning goals. The pu pose o his s udy is o
unde s and he key elemen s ha con igu e e ec i e in e ac ion in he
implemen a ion phase o CSCL and o analyze he di e en ypes o in e ac ions ha
occu du ing collabo a i e lea ning p ocesses. The s udy was designed unde a non-
expe imen al quan i a i e me hodology and 106 lea ne s answe ed a ques ionnai e
a e pa icipa ing in 5 di e en highe educa ion subjec s implemen ing CSCL. A
ac o ial analysis o esul s p o e ha s uden s iden i y h ee ypes o in e ac ion o
be necessa y du ing he implemen a ion phase o collabo a ion in o de o each
knowledge con e gence: cogni i e, social and o ganiza ional in e ac ion. The e o e,
ins uc o s and ins i u ions who wish o p omo e e ec i e CSCL should bea in mind
he lea ning goals oge he wi h he social and o ganiza ional aspec s in e wo en in
he design, implemen a ion and assessmen phases o collabo a i e lea ning.
Keywo ds: Collabo a i e lea ning, Highe educa ion, Teaching/lea ning s a egies,
Compu e -media ed communica ion, In e ac i e lea ning
In oduc ion
Compu e Suppo ed Collabo a i e Lea ning (CSCL) e e s o lea ning si ua ions medi-
a ed by echnologies whe e small g oups o 3 o 5 s uden s a e exposed o in e ac ion
in o de o sol e a complex uns uc u ed p oblem o a e equi ed o design a p ojec
(Johnson, Johnson, & S anne, 2000). In o de o sol e he challenge, he g oup needs
o engage in an in ense p ocess o coope a ion and nego ia ion which en ails, as s a ed
by he Communi y o Inqui y (CoI) amewo k, he in e ela ion o eaching p esence,
cogni i e p esence and social p esence (Ga ison, Ande son, & A che , 2000). I collab-
o a ion is e ec i ely designed and acili a ed h ough eaching p esence, s uden s en-
gage in p ocesses ha igge cogni i e p esence and knowledge con e gence h ough
he cons uc ion o sha ed meaning (Bo ge, Ong, & Rosé, 2018; Pun ambeka , 2006;
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He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe
Educa ion (2020) 17:23
h ps://doi.o g/10.1186/s41239-020-00202-5
Weinbe ge , S egmann, & Fische , 2007). The p ocess needs o be g ounded on social
p esence, ha is on pe sonal ecogni ion and in a g oup emo ional suppo (Ga ison,
Cle eland-Innes, & Fung, 2010; Näykki, Isohä älä, Jä elä, Pöysä-Ta honen, &
Häkkinen, 2017; On ubia & Engel, 2012).Well-s uc u ed collabo a ion imp o es indi-
idual lea ning and has a signi ican in luence on s uden s’sa is ac ion (Johnson e al.,
2000; King, 2007; Kwon, Liu, & Johnson, 2014; Medina & Su he s, 2008).
The challenge in CSCL si ua ions is o design a ui ul in e ac ion p ocess, since,
e en hough he abili ies o coope a e a e na u ally applied o pe sonal, lea ning and
p o essional con ex s, e ec i e in e ac ion should no be aken o g an ed when a
g oup o people ge oge he o each a common goal (Kozlowski & Ilgen, 2006; Näykki
e al., 2017; Pachle , Daly, Mo , & Mella , 2010).
Concep ual amewo k
In e ac ion amewo ks in dis ance educa ion iden i y di e en ypes o in e ac ion:
lea ne -ins uc o in e ac ion, lea ne -lea ne in e ac ion, and lea ne -con en in e -
ac ion (Moo e, 1989); in e ac ions among eache s (Ga ison & Shale, 1990); and
lea ne -in e ace in e ac ion (Hillman, Willis, & Gunawa dena, 1994).
Resea ch in CSCL has also es ablished in e ac ion models ha connec i s complex
dimensions (He nández-Sellés, Muñoz-Ca il, & González-Sanmamed, 2019; Molinillo,
Aguila -Illescas, Anaya-Sánchez, & Vallespín-A án, 2018), iden i ying a posi i e and sig-
ni ican in luence be ween:
eache -s uden in e ac ion and s uden s’in e ac ion in hei wo k g oups;
s uden in e ac ion in wo k g oups and in a-g oup emo ional suppo ;
s uden in e ac ion in wo k g oups and collabo a i e lea ning;
online collabo a i e ools and s uden s’in e ac ion in hei wo k g oups.
Lea ning h ough collabo a ion means, he e o e, lea ning h ough in e ac ion, ha
explains why in e ac ion is one o he mos ocal esea ch s eams in collabo a i e
lea ning, and is ela ed o ep esen a ion, discou se and pa e n (Tang, Tsai, & Lin,
2014). In o de o p omo e e ec i e and posi i e in e ac ions, i is necessa y o es ablish
a ca e ul design phase, whe e he eache has he leading ole, an implemen a ion phase
whe e s uden s a e p o agonis s and eache s ha e a acili a ing ole, and an assessmen
phase which w aps he p ocess in a cohe en e alua ion and eedback, sca olding g oup
wo k and sha ed by eache s and s uden s (Ga ison e al., 2010; He nández-Sellés,
González-Sanmamed, & Muñoz-Ca il, 2014; On ubia & Engel, 2012; Sims, 2003; S ahl,
Koschmann, & Su he s, 2006).
We de eloped he ollowing able summa y (Table 1) by collec ing he p oposals in
he li e a u e ela ed o in e ac ion amewo ks in dis ance educa ion (Hillman e al.,
1994; Moo e, 1989), aking in o accoun he CSCL p oposals om Sims (2003), S ahl
e al. (2006), Ga ison e al. (2010), On ubia and Engel (2012), and He nández-Sellés
e al. (2014). We highligh he in e ac ion p ocesses in he h ee phases o he eaching-
lea ning p ocess: he design, implemen a ion and assessmen phases.
Nex , we p esen each phase ou lined in he able abo e, explaining he mos signi i-
can esea ch esul s om he pe spec i e o CSCL in e ac ion p ocesses.
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 2 o 13
Table 1 Design, Implemen a ion and Assessmen phases associa ed wi h in e ac ion amewo ks.
Sou ce: Designed by au ho s based on he li e a u e e iew
Design phase Implemen a ion phase Assessmen phase
Ins uc o -
con en
in e ac ion
Designing/selec ing
p oblem/p ojec connec ed
o cou se compe ences
Re ises s uden ’s eac ions o
cou se con en s
Associa es lea ning ou comes
o cou se goals/con en s
Add esses o new con en o
cla i ica ions when necessa ySelec s documen a ion/
sou ces o in o ma ion
Associa es expec ed lea ning
ou comes o ask
De ines o ma i e
collabo a i e assessmen
Sc ip s collabo a ion, de ining
expec ed g oup exchange
and g oup o ma ion p ocess
Ins uc o
-in e ace
in e ac ion
Selec s ools o p omo e
eache -s uden and s uden -
s uden exchanges
Makes su e ools a e p omo ing
he expec ed kind o in e ac ion
Makes su e ools allow o pee
and p ocess assessmen as
well as o inal p oduc display
Makes su e ools allow
obse a ion o g oup
p ocesses
Ins uc o
–lea ne
in e ac ion
Feeds he design/ edesign
p ocess based on s uden ’s
cou se assessmen
Ins uc o makes su e
collabo a ion sc ip ,
documen a ion and in e ace a e
unde s ood
Ins uc o :
P omo es pee -assessmen and
p ocess- assessmen , indi idu-
ally and in g oups
Obse es in e ac ion
O e s suppo (cogni i e/social
le els)
In eg a es p ocess and pee
assessmen wi h ask esul s
Lea ne expec s ins uc o o be
obse ing and o in e ene when
necessa y
In eg a es cogni i e and social
compe ences
Asks o suppo (cogni i e/social
le els)
Lea ne e u ns pee and
g oup assessmen ; e alua es
cou se design and cou se
expe ience
Lea ne -
con en
in e ac ion
Feeds he edesign p ocess
h ough cou se assessmen
Analyzes collabo a ion sc ip ,
documen a ion Links he p oblem
o cou se con en s and
compe ences
Associa es assessmen
desc ip ion o in e ac ion
expec a ions and lea ning
ou comes
Makes an e o o unde s and ask
goal and expec a ions
Analyzes wha is expec ed o
s uden s in he assessmen
p ocess
Lea ne -
in e ace
In e ac ion
Feeds he edesign p ocess
h ough cou se assessmen
Familia izes wi h cou se s uc u e Makes su e ools allow o pee
and p ocess assessmen as
well as o inal p oduc display
Figu es ou how ools will sus ain
eache -s uden and s uden -
s uden exchanges
Lea ne -
lea ne
in e ac ion
Feeds he edesign p ocess
h ough cou se assessmen
G oup o ma ion p ocess In o mal exchange on he
pe cei ed p ocess
Feeds he edesign p ocess,
based on ins uc o ’s analysis
o lea ne -lea ne in e ac ion
Es ablish a social con ac De ine
s a egies o sol e he p oblem
Pee -assessmen e u n
In e ac o each he goal
(o ganiza ion)
In e ac o p o ide an answe
(cogni i e)
In e ac as pee s (social)
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 3 o 13
Design phase
F ui ul in e ac ion needs o be ca e ully planned and s uc u ed conside ing he peda-
gogical, cu icula and echnological elemen s connec ed o he lea ning p ocess ha ’s
being designed (He nández-Sellés e al., 2014; Medina & Su he s, 2008; Pineda, Hennig,
& Sego ia, 2013). Resea ch sugges s he selec ion o p oblem/p ojec -based lea ning o
a leas complex asks ha allow o he inco po a ion o gene ic, ans e sal and
cou se compe ences associa ed o CSCL (Bell, 2010; P icha d, Bizo, & S a o d, 2006;
Williams, Mo gan, & Came on, 2011).
The elec ion o echnologies should be aligned wi h hese objec i es, p omo ing a lu-
en in e ac ion bo h a he cogni i e and he social le el, o sus ain p oblem sol ing
h ough collabo a ion and e ec i e eache -s uden and s uden -s uden communica-
ion (Lu, Lajoie, & Wiseman, 2010; S ijbos, Ma ens, & Jochems, 2004).
Sc ip ing collabo a ion implies he design o a model o guide s uden s o an unde -
s anding o he philosophy o collabo a ion: why and how hey a e going o in e ac ,
how his will lead hem o di e en lea ning ou comes, wha kind o exchanges a e ex-
pec ed o hem and how hey will o m he g oup and plan he ask esolu ion
(Dillenbou g & Hong, 2008; Haake & P is e , 2010; On ubia & Engel, 2012; Sob ei a &
Tchounikine, 2012; S ijbos e al., 2004).
Implemen a ion phase
In collabo a i e p ocesses each indi idual e-s uc u es p e ious knowledge and lea ns
o coope a e wi h o he s h ough socio-cogni i e nego ia ion; he e o e in e ac ion is
es ablished a hese h ee le els, he social, cogni i e and o ganiza ional le el ha di-
ec s he low o g oup exchange o each he es ablished goals (Bo ge e al., 2018; King,
2007; S ahl, 2004).
Resea ch is conclusi e on he need o social in e ac ion, o p omo e emo ional in a-
g oup suppo and o ecognize indi iduals a a pe sonal le el (Akyol, Ga ison, &
Ozden, 2009; Capde e o & Rome o, 2012; King, 2007; Kwon e al., 2014; Vuopala,
Hy önen, & Jä elä, 2016). To s eng hen he commi men o he g oup owa ds he
esolu ion o he common goal, s uden s need o es ablish a sense o communi y which
ca es o emo ions and mo i a ion, leading o a mo e luen communica ion and o
eelings o belonging (Ga ison e al., 2000; K eijns, Ki schne , & Jochems, 2003; Ro ai,
2002). Indeed, he lack o social in e ac ion esul s in poo cogni i e exchange and aca-
demic ailu e, associa ed o he eelings o isola ion (Ga ison e al., 2010; Ga ison &
Cle eland-Innes, 2005; On ubia & Engel, 2012). In his sense, eache -s uden in e -
ac ion should ocus on mo i a ion and suppo , as well as on immedia e quali y eed-
back (Kuo, Walke , Sch ode , & Belland, 2014; Packham, B ychan, & Mille , 2006).
Cogni i e in e ac ion occu s h ough he nego ia ion o a sha ed meaning o know-
ledge con e gence, whe e he g oup makes an e o o in eg a e e e y indi idual con-
ibu ion in o a common cons uc and g oup membe s a e exposed o knowledge
con e gence and di e gence (Bo ge e al., 2018; King, 2007; S ahl, 2004; S ahl, 2006;
Weinbe ge e al., 2007).
Resea ch highligh s ha e en a well-designed p ocesses s uden s o en ail o es ab-
lish a ui ul lea ning exchange, since g oup o ganiza ion is o en a challenge. Tha ’s
why eache s should suppo s uden s and edi ec o a consis en socio-cogni i e
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 4 o 13
p ocess leading o wha is called he socio-me acogni i e expe ise (S ijbos e al., 2004,
King, 2007; Weinbe ge e al., 2007; P icha d e al., 2006; Bo ge e al., 2018). I is im-
po an o no e ha a he implemen a ion phase, g oup o ganiza ion will highly ely
on s uden s. Sel - egula ion will allow o he building o he g oup iden i y and will
p omo e he aining on he associa ed compe ences as well as he oppo uni ies o
ee cogni i e di e gence and con e gence.
A his s age, eache p esence needs o be e y ac i e and ale , o a oid eelings
o isola ion associa ed o online lea ning wi h poo eache -s uden and s uden -
s uden in e ac ion, as well as o g ound he basis o cogni i e and social p esence
(Akyol e al., 2009;Ga isone al.,2010;Kwone al.,2014; S ijbos e al., 2004;
Vuopala e al., 2016).
Assessmen phase
In any lea ning p ocess, assessmen should es ablish a cohe ence wi h lea ning me hods
and in o m s uden s o he ype o achie emen s expec ed indi idually. In CSCL he
lea ning p ocess is a icula ed h ough cogni i e and social in e ac ion; ha ’s why as-
sessmen in CSCL should in eg a e bo h he p ocess o in e ac ion and he esul o
in e ac ion, assessing s uden ’s compe encies linked o collabo a ion as well as ask e-
sul s (Balde as, Palomo-Dua e, Dode o, e al., 2018; E ans, 2013; Gikandi, Mo ow, &
Da is, 2011; Lee, Chan, & Van Aals , 2006; Macdonald, 2003; Pachle e al., 2010).
In o de o keep a mo e cohe en amewo k, i lea ning has occu ed du ing in e -
ac ion, assessmen should also in ol e s uden s in pee assessmen , in eg a ing he cog-
ni i e and social elemen s in he p ocess (Pachle e al., 2010; Pé ez-Ma eo & Gui e ,
2012; S ijbos e al., 2004).
Conside ing he li e a u e e iew and he impo ance o he implemen a ion phase,
we designed a s udy o de e mine he lea ne s’pe cep ions abou he aspec s ha shape
he in e ac ions ha occu in he CSCL implemen a ion phase.
Me hodology
Objec i es
We p esen he e he analysis o he in e ac ions ha occu in he implemen a ion phase
based on a CSCL expe ience.
The speci ic objec i es o his s udy a e o:
1. e alua e he impo ance o he aspec s ha shape he in e ac ions in he CSCL
implemen a ion phase;
2. iden i y he ypes o in e ac ions ha occu in he implemen a ion phase in a
CSCL p ocess.
P ocedu e and pa icipan s
The esea ch con ex in ol es i e online uni e si y subjec s om a Spanish Uni e si y.
Two subjec s a e pa o a p ima y educa ion deg ee and he o he h ee subjec s a e
pa o a p e-p ima y educa ion deg ee.
These subjec s implemen ed CSCL p ojec s du ing h ee mon hs. Teache s collabo-
a ed in he ins uc ional design in o de o gua an ee consis ency. The collabo a ion
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 5 o 13
was s uc u ed in he ollowing s eps: 1) Task communica ion h ough a collabo a ion
sc ip ha sugges ed he d a ing o g oup ag eemen s, sugges ions o p ojec planning,
ole assignmen , desc ibing he media sugges ed o g oup exchange and a backg ound
on collabo a i e compe ences, ocusing on o ganiza ional, social and cogni i e skills; 2)
Spon aneous g oup o ma ion; 3) D a ing o g oup ag eemen s; 4) Ins uc o e ision
o g oup ag eemen s and eedback o g oups; 5) P ojec implemen a ion wi h ins uc o
supe ision and eedback; 6) In e g oup con as ing o esul s; 7) Online sel - and pee -
assessmen o p ocess and esul s; 8) Ins uc o g oup assessmen and indi idual ad-
jus ed assessmen .
Da a collec ion ins umen
An ex pos ac o design based on he ques ionnai e me hod was used o collec da a
(McMillan & Schumache , 2005), ca ied ou wi h an ad hoc ques ionnai e.
In he ques ionnai e design p ocess, we e i ied key psychome ic condi ions such as
alidi y and eliabili y. To ensu e alidi y, he ques ionnai e was e iewed by i e ex-
pe s in esea ch me hodology, collabo a i e wo k and educa ional echnology, who an-
alyzed aspec s such as he uniqueness, ele ance and impo ance o each i em. A pilo
s udy was also ca ied ou wi h 25 s uden s whose commen s allowed us o op imize
he ques ionnai e. A e he comple ion o bo h alida ion p ocesses, he inal ques ion-
nai e was se up. I included a sec ion ela ed o he analysis o in e ac ion in he imple-
men a ion phase o CSCL. Table 5shows he 16 i ems ha we e analyzed in he s udy.
To ensu e eliabili y, we applied C onbach’s alpha. As McMillan and Schumache
(2010) poin ou , his index is he mos widely used o e alua e he in e nal consis ency
o he i ems in a su ey. I also allows o iden i y and dele e om he scale hose i ems
ha con ibu e li le o no hing o he o e all in e nal consis ency o he ques ionnai e.
The high esul o .921 con i med he in e nal consis ency o he ques ionnai e.
The ques ionnai es we e answe ed anonymously. Pa icipan s we e in o med o he
pu poses o he s udy and ga e hei consen o pa icipa e in he esea ch.
The sample included 106 ques ionnai es, which ep esen s 83.46% o he s uden s en-
olled in he deg ees. The sampling echnique was non-p obabilis ic, acciden al o con-
enience (Cohen & Manion, 1990; McMillan & Schumache , 2005). S a is ical analyses
we e ca ied ou wi h he SPSS 20 p og am.
Resul s
To ul il he second objec i e, we ca ied ou an explo a o y ac o analysis. This
allowed us o iden i y h ee ypes o in e ac ions ha occu in CSCL en i onmen s:
cogni i e, social and o ganiza ional in e ac ions.
In o de o check he applicabili y condi ions o he p incipal componen ac o ana-
lysis, we used Ba le ’s sphe ici y es and he Kaise -Meye -Olkin (KMO) sample ad-
equacy measu e. The Ba le es con as s he null hypo hesis ha he co ela ion
ma ix is an iden i y ma ix, in which case he e would be no signi ican co ela ions
be ween he a iables and he ac o ial model would no be ele an . On he o he
hand, he KMO es con as he ac ha pa ial co ela ions a e small. I he KMO
s a is ic, which anges be ween he alues 0 and 1, is high (g ea e han 0.4), i is
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 6 o 13
app op ia e o de elop a ac o analysis, bu i he alue is low, i is inapp op ia e o
ca y ou a ac o analysis (C espín, 2016).
As we can see in Table 2, he esul s o Ba le ’s sphe ici y es (p- alue = 0.000)
show ha i is possible o apply he ac o analysis. In addi ion, he KMO s a is ic ob-
ains a sco e o 0.872, a alue e y close o he uni , which indica es ha he da a adap
well o a ac o analysis model.
The ac o analysis ca ied ou wi h a imax o a ion (Table 3) iden i ied a o al o
h ee componen s wi h a o al pe cen age o explained a iance o 62.26%. Fac o 1 ex-
plains 46.37% o he a iance, ac o 2 explains 8.30%, and ac o 3 explains 7.58%.
Table 4shows he o a ed componen ma ix. The dis ibu ion o he a iables in he
CSCL in e ac ion p ocesses a e o ganized based on he h ee iden i ied componen s.
The i s componen e e s o aspec s o cogni i e in e ac ion, he second componen
e e s o aspec s ela ed o social in e ac ion p ocesses, while he las componen e e s
o aspec s o o ganiza ional in e ac ion.
Cogni i e in e ac ions a e hose linked o cogni ion ( ask esolu ion in collabo a ion);
social in e ac ions a e hose a a social le el (emo ional in a-g oup suppo and pe -
sonal ecogni ion); and o ganiza ional in e ac ions a e hose linked o g oup sel -
egula ion and o ganiza ion o wo k e ec i ely h oughou he p ocess (in his phase
eache s ans e leade ship o s uden s).
To ul il objec i e 1, we used desc ip i e s a is ics in ol ing equencies and pe cen -
ages as well as measu es o cen al endency (a e age) and dispe sion (s anda d
de ia ions).
As Table 5shows, he a e age sco es ob ained by he i ems belonging o he h ee
ypes o in e ac ions in CSCL en i onmen s a e, in gene al, high, since all i ems ob-
ained pe cen ages in he “high”and “ e y high”ca ego ies. In ela ion o cogni i e
in e ac ion, lea ne s conside he mos impo an aspec s o ca ying ou g oup asks
in i ual en i onmen s o be “de elop he capaci y o c i icism and sel -c i icism”and
“ he abili y o make consensual decisions”(mean o 4.51 in bo h cases); while he i em
“make con ibu ions o he eam ou side he ask (knowledge, expe ience o in o ma-
ion)”(mean o 4.20) has he lowes mean compa ed o he es .
In e ms o social in e ac ion, lea ne s iden i y ha “ ea ing eamma es wi h espec ”
(mean 4.70) is one o he mos impo an elemen s o ake in o accoun o ca ying
ou collabo a i e wo k online. “Sha ing expe iences ela ed o he ask”(mean o 4.40)
is he i em wi h he lowes mean sco e in his ac o .
Finally, o o ganiza ional in e ac ion, he i em ha has he highes mean is “help
o he eam membe s o lea n”(a e age o 4.23), while he i em wi h he lowes mean
sco e is “es ablish imes in which he e ec i eness o he eam o ganiza ion is assessed”
(mean 3.96).
Rega ding he co ela ions (Table 6), he e is a signi ican posi i e ela ionship be-
ween cogni i e in e ac ion and social in e ac ion ( = .709; p< .001), as well as be ween
Table 2 KMO measu e and Ba le ’s sphe ici y es
Kaise -Meye -Olkin sample adequacy measu e .872
Ba le ’s sphe ici y es Chi-squa e app oxima e es 892,054
d 120
Sig. .000
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 7 o 13
Table 3 To al a iance explained by he p incipal componen analysis
Componen Eigen alues Sums o he squa ed
sa u a ions o he ex ac ion
Sum o he squa ed sa u a ions
o he o a ion
To al % o
a iance
%
accumula ed
To al % o
a iance
%
accumula ed
To al % o
a iance
%
accumula ed
1 7.419 46.371 46.371 7.419 46.371 46.371 3.984 24.900 24.900
2 1.329 8.308 54.680 1.329 8.308 54.680 3.520 22.002 46.902
3 1.213 7.584 62.264 1.213 7.584 62.264 2.458 15.361 62.264
4 .929 5.806 68.070
5 .764 4.776 72.845
6 .727 4.542 77.388
7 .650 4.060 81.448
8 .554 3.461 84.909
9 .521 3.253 88.162
10 .399 2.495 90.657
11 .376 2.348 93.005
12 .305 1.903 94.909
13 .289 1.806 96.715
14 .240 1.501 98.216
15 .152 .951 99.167
16 .133 .833 100.000
Table 4 Ro a ed componen ma ix and eliabili y
Componen C onbach’s
alpha
123
Face unce ain ies wi hin he eam .841 .046 .219 .886
Manage c i icism and sel -c i icism cons uc i ely .756 .210 .075
Make consensual decisions .740 .280 .165
De elop g oup analysis guidelines .638 .409 .300
Show ini ia i e .581 .304 .233
Make con ibu ions o he eam ou side he ask
(knowledge, expe ience o in o ma ion)
.534 .342 .254
Encou age pa icipa ion .506 .323 .343
Exchange in o ma ion sou ces .482 .425 .337
Value he con ibu ions o o he eam membe s .213 .835 .230 .855
Tole a e poin s o iew ha a e di e en om you own .235 .808 .297
Exp ess pe sonal ideas and opinions eely .190 .736 .171
T ea eamma es wi h espec .368 .677 −.056
Sha e expe iences ela ed o he ask .486 .503 .130
Es ablish imes in which he e ec i eness o he
eam o ganiza ion is assessed
.252 .127 .798 .753
Leade ship by he coo dina o o media e in he o ganiza ion .225 .060 .776
Help o he eam membe s o lea n .132 .333 .713
No e: 1 = Cogni i e componen ; 2 = Social componen ; 3 = O ganiza ional componen
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 8 o 13
social and o ganiza ional in e ac ion ( = .434; p< .001), and also be ween cogni i e and
o ganiza ional in e ac ion ( = .572; p< .001).
Discussion
The pu pose o his s udy was o unde s and he key elemen s ha con igu e e ec i e
in e ac ion in he implemen a ion phase o CSCL and o analyze he di e en ypes o
in e ac ions ha occu du ing collabo a i e lea ning p ocesses.
Table 5 Desc ip i e s a is ics, means and s anda d de ia ions o he i ems ha make up he h ee
ypes o in e ac ions in CSCL en i onmen s
DK/
NA
Ve y
low
Low Medium High Ve y
high
n % n % n % n % n % n % Mean SD
Cogni i e in e ac ion
Face unce ain ies wi hin he eam 0 .00 0 .00 0 .00 15 14.29 42 40.00 48 45.71 4.31 .71
Manage c i icism and sel -c i icism
cons uc i ely
0 .00 0 .00 1 .95 6 5.71 36 34.29 62 59.05 4.51 .65
Make consensual decisions 1 .95 0 .00 0 .00 7 6.67 32 30.48 65 61.90 4.51 .76
De elop g oup analysis guidelines 0 .00 0 .00 1 .95 9 8.57 40 38.10 55 52.38 4.42 .69
Show ini ia i e 0 .00 0 .00 1 .95 10 9.52 37 35.24 57 54.29 4.43 .71
Make con ibu ions o he eam
ou side he ask (knowledge,
expe ience o in o ma ion)
1 .95 0 .00 1 .95 15 14.29 46 43.81 42 40.00 4.20 .84
Encou age pa icipa ion 1 .95 0 .00 1 .95 8 7.62 33 31.43 62 59.05 4.46 .81
Exchange in o ma ion sou ces 0 .00 1 .95 1 .95 6 5.71 39 37.14 58 55.24 4.45 .73
Social in e ac ion
Value he con ibu ions o o he
eam membe s
0 .00 1 .95 0 .00 3 2.86 35 33.33 66 62.86 4.57 .65
Tole a e poin s o iew ha a e
di e en om you own
0 .00 0 .00 2 1.90 3 2.86 32 30.48 68 64.76 4.58 .65
Exp ess pe sonal ideas and opinions
eely.
0 .00 0 .00 1 .95 9 8.57 28 26.67 67 63.81 4.53 .69
T ea eamma es wi h espec 1 .95 0 .00 0 .00 3 2.86 21 20.00 80 76.19 4.70 .68
Sha e expe iences ela ed o he ask 1 .95 0 .00 2 1.90 7 6.67 38 36.19 57 54.29 4.40 .83
O ganiza ional in e ac ion
Es ablish imes in which he
e ec i eness o he eam
o ganiza ion is assessed
0 .00 3 2.86 3 2.86 20 19.05 48 45.71 31 29.52 3.96 .93
Leade ship by he coo dina o o
media e in he o ganiza ion
0 .00 0 .00 4 3.81 16 15.24 41 39.05 44 41.90 4.19 .83
Help o he eam membe s o lea n 0 .00 0 .00 5 4.76 13 12.38 40 38.10 47 44.76 4.23 .85
Table 6 Spea man co ela ion ma ix o he h ee ypes o in e ac ions iden i ied in CSCL
123
1. Cogni i e in e ac ion –
2. Social in e ac ion .709** –
3. O ganiza ional in e ac ion .572** .434** –
M 4.42 4.57 4.12
SD .51 .50 .71
**p< .001
He nández-Sellés e al. In e na ional Jou nal o Educa ional Technology in Highe Educa ion (2020) 17:23 Page 9 o 13
