How can teachers improve low student participation in computer supported collaborative learning?
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Association for the Advancement of Computing in Education (AACE)
This research examines strategies for dealing with primary low student participation in text-based synchronous computer supported collaborative learning (CSCL). The knowledge was elicited from participants well-experienced in and knowledgeable about conducting a CSCL activity. A focus group interview was conducted with six participants to develop a preliminary profile on low-participation related problems and the corresponding interventions. A four-round Delphi study with a panel of 10 participants was employed to assemble and refine the knowledge. Five low-participation problems and 12 appropriate interventions emerged with both consensus and stability. These interventions were tried in an experimental CSCL activity involving 18 low-participating students and nine teachers. About forty percept of interventions were found effective for enhancing low student participation.