The Effects of Process and Content Facilitation Restrictiveness on GSS-Mediated Collaborative Learning

Mohamed Khalifa (), RonChi-Wai Kwok () and Robert Davison ()
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Mohamed Khalifa: City University of Hong Kong
RonChi-Wai Kwok: State University of New York at Binghamton
Robert Davison: City University of Hong Kong

Group Decision and Negotiation, 2002, vol. 11, issue 5, No 1, 345-361

Abstract: 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.

Keywords: collaborative learning; concept mapping; group support systems; process restrictiveness (search for similar items in EconPapers)
Date: 2002
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DOI: 10.1023/A:1020449317854

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