The effects of process and content facilitation restrictiveness on GSS-mediated collaborative learning

Mohamed Khalifa; Robert Davison; Ron Chi-Wai Kwok

doi:10.1023/A:1020449317854

Author(s)

Related Research Unit(s)

Department of Information Systems

Detail(s)

Original language	English
Pages (from-to)	345-361
Journal / Publication	Group Decision and Negotiation
Volume	11
Issue number	5
Publication status	Published - 2002

Link(s)

DOI	DOI https://doi.org/10.1023/A:1020449317854 Final Published version
	Check@CityULib
Attachment(s)	Documents 5090866.pdf Post-print, 391 KB, PDF 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.
Link to Scopus	https://www.scopus.com/record/display.uri?eid=2-s2.0-0141680443&origin=recordpage
Permanent Link	https://scholars.cityu.edu.hk/en/publications/publication(166802a2-febb-4da7-a6d4-355c999dbbc5).html

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.