You are here

Effects of High-Structure Cooperative versus Low-Structure Collaborative Design on Online Debate in Terms of Decision Making, Critical Thinking, and Interaction Pattern

Title: The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design on Online Debate in Terms of Decision Making, Critical Thinking, and Interaction Pattern.
48 views
10 downloads
Name(s): Joung, Sunyoung, author
Keller, John M., professor directing dissertation
Flake, Janice L., outside committee member
Reiser, Robert A., committee member
Baylor, Amy, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2003
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The current study investigates and compares the effects of high-structure cooperative and low-structure collaborative design on online debate, in terms of decision making, critical thinking, and interaction patterns. The terms "cooperative" and "collaborative" have been interchangeably used, collaborative mostly in relation to online learning environments; however, there are apparent differences between cooperative and collaborative learning in terms of prestructure, task structure, and content structure (Strijbos & Martens, 2001; Panitz, 1996). While cooperative learning is highly pre-structured, relevant to more well-structured tasks for limited solutions, and requires the acquisition of a well-defined domain of knowledge and skills, collaborative learning is less structured, relates to ill-structured tasks for open and flexible solutions, and requires the acquisition of an ill-defined domain of knowledge and skills (Panitz, 1996). Group dynamics exists on a continuum; extreme cooperation maximizes pre-structure, task structure, and content structure, but extreme collaboration minimizes these structures. Between the two extremes, there are varying degrees of pre-structure, task structure, and content structure. This study designed two extreme instances, high-structure cooperative (HSCP) and low structure collaborative (LSCL), in order to examine the different effects of these structures on online debate processes and outcomes. In order to differentiate two levels of treatment, an extreme design for high-structure cooperative (HSCP) included a pre assigned position as prestructure, argumentation scaffolding as task structure, and evaluation scaffolding as content structure. The extreme design for low-structure collaborative (LSCL) did not use these features. In a sequence of activities that included pre-test, three weeks of online debate, and post-test, study subjects evaluated three pairs of WebQuests, web-based inquiry-oriented learning activities, in terms of their strengths and weaknesses. The results of this study demonstrate that there was no statistical difference in decision changes between the HSCP and LSCL groups. However, the improvement of critical thinking was higher in the HSCP than in the LSCL group. More critical and dynamic interaction patterns were observed in the HSCP than in the LSCL group. This study concludes that cooperative design can be differentially implemented from collaborative design. Also, the substructure of cooperative strategy, pre-structure, task structure, and content structure can be properly implemented for the specifically intended purposes.
Identifier: FSU_migr_etd-3703 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2003.
Date of Defense: February 28, 2003.
Keywords: And Interaction Pattern, Critical Thinking, Decision Making
Bibliography Note: Includes bibliographical references.
Advisory Committee: John M. Keller, Professor Directing Dissertation; Janice L. Flake, Outside Committee Member; Robert A. Reiser, Committee Member; Amy Baylor, Committee Member.
Subject(s): Educational psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3703
Owner Institution: FSU

Choose the citation style.
Joung, S. (2003). The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design on Online Debate in Terms of Decision Making, Critical Thinking, and Interaction Pattern. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3703