Abstract
Group Support Systems (GSS) technology, extensively applied in decision-making contexts, is now seeing increased application in the educational sector. Previous work has suggested that GSS applications can have significant positive effects on both the process and the outcome of collaborative learning. This study extends this work to examine the effects of process (high/low) and content (high/low) facilitation restrictiveness on GSS-supported collaborative learning. Our results indicate that content facilitation restrictiveness has no significant bearing on student learning. Process facilitation restrictiveness, on the other hand, is more influential, with knowledge acquisition by students requiring a low restrictive environment.
| Original language | English |
|---|---|
| Pages (from-to) | 345-361 |
| Journal | Group Decision and Negotiation |
| Volume | 11 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2002 |
Research Keywords
- Collaborative learning
- Concept mapping
- Group Support Systems
- Process restrictiveness
Publisher's Copyright Statement
- COPYRIGHT TERMS OF DEPOSITED POSTPRINT FILE: This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1023/A:1020449317854.