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