A Computer-Supported Collaborative Learning Design for Quality Interaction

Masanori Yamada, Yoshiko Goda, Hideya Matsukawa, Kojiro Hata, Seisuke Yasunami

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)


This study investigated, through both formative and practical evaluation, the relationships among the use of functions in computer-supported collaborative learning (CSCL), psychological factors, and learning behaviors related to applying the Community of Inquiry (CoI) framework. The goal was to increase active interaction among learners. In two experiments inside and outside the classroom, the authors examined an online discussion and collected data using questionnaires that assessed perceived psychological factors, as well as communication logs related to the efficacy of CoI. The results of a path analysis showed two points. First, cognitive learning tools support the enhancement of expressive cognitive presence that promotes the perception of CoI as formative evaluation. Second, the frequency of the use of the functions fostered expressive social and cognitive presence (which enhanced the perception of both), perceived contribution, and satisfaction with online discussion. This article is part of a special issue on social media for learning.

Original languageEnglish
Article number7325167
Pages (from-to)48-59
Number of pages12
JournalIEEE Multimedia
Issue number1
Publication statusPublished - Jan 1 2016

All Science Journal Classification (ASJC) codes

  • Software
  • Signal Processing
  • Media Technology
  • Hardware and Architecture
  • Computer Science Applications


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