The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach
ARTICLE
Kathy Robinson
Computers & Education Volume 62, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
In order to determine how emotions and cognition are experienced during collaborative group work online students' descriptions of their learning experience were interpreted using a qualitative approach. A common feature of these accounts was reference to difficulties and problems. Four main themes were identified from this data set. Two of the themes, ‘Constraints on autonomy’ and ‘Reflections about collaboration’, encapsulate the experience of engaging in group work. The other two themes ‘Virtual others’ and ‘Communicating online’. The ‘impact on progress and achievement’ provide some insight into what is unique about the socio-emotional experience of collaborating online and how it can influence motivation and learning. The findings were considered from two perspectives of the role of emotion in learning: the socio-cognitive model of self-regulated learning and the community of inquiry framework (COI). An interdisciplinary approach was adopted by taking into account recent research in social cognitive neuroscience. Some practical recommendations about the deployment of technologies for group work online and for empowering students' understanding of the value of collaborative learning are made. The value of verbal immediacy practices as a way of counteracting the disembodied nature of the relational experience of others online is discussed.
Citation
Robinson, K. (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach. Computers & Education, 62(1), 298-307. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/132251/.
This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.11.003Keywords
- Cognitive Processes
- Community of Inquiry (COI)
- computer mediated communication
- Computer Supported Collaborative Learning (CSCL)
- Cooperative learning
- educational technology
- emotion
- Emotional Experience
- Emotional Response
- Group Activities
- Group work
- interdisciplinary
- Interdisciplinary Approach
- Learning Experience
- Personal Autonomy
- Psychological Patterns
- Self Regulated Learning
- Social Cognition
- Social cognitive neuroscience
- Social Influences
- student attitudes
- Verbal immediacy
Cited By
View References & Citations Map-
Is the outcome of remote group work using text based CMC suboptimal? A psychobiological perspective
Kathy Robinson, The Open University, United Kingdom; Tim Wehner & Helen Millward, The National Hospital for Neurology and Neurosurgery, United Kingdom
Computers & Education Vol. 134, No. 1 (June 2019) pp. 108–118
-
Barriers in computer-mediated communication: typology and evolution over time
Elba Gutiérrez-Santiuste, María-Jesús Gallego-Arrufat & Aurelio Simone
Journal of e-Learning and Knowledge Society Vol. 12, No. 1 (Jan 25, 2016)
-
Influences of Self Efficacy on Cognitive Presence in Mobile Game-Based Instruction
Yu-Hsuan Chen, Department of Visual Communication Design, Taipei University of Maritime Technology, Taiwan; Chang-Hwa Wang, Department of Graphic Arts and Communications, National Taiwan Normal University, Taiwan
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 731–736
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.