Date of Original Version

2011

Type

Conference Proceeding

Journal Title

roceedings of the 9th International Computer Supported Collaborative Learning Conference

Volume

1

First Page

336

Last Page

373

Abstract or Description

Past research in individual learning settings has shown that student dispositions such as self-efficacy are predictive of learning and other beneficial outcomes, but the relationship is less clear in a collaborative learning environment. This paper explores authoritativeness of stance within a conversation as a social factor influencing learning and related to self-efficacy in a computer-supported collaborative learning setting. Our results indicate that this authoritativeness measure predicts learning, where DQ LQGLYLGXDO¶V selfefficacy does not, and that student and partner authoritativeness predicts group self-efficacy. Further research is required to better determine the relationship between conversational authoritativeness, individual dispositions, and learning.

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Published In

roceedings of the 9th International Computer Supported Collaborative Learning Conference, 1, 336-373.