Abstract
Schellens, T., Van Keer, H., Valcke, M., & De Wever, B. (In press). Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group, and task characteristics. Behaviour & Information Technology, 26, 55-71.
The research reported in this article studies the impact of learning in asynchronous discussion groups on students' final exam scores and levels of knowledge construction. Multilevel analyses were applied to uncover the specific influence of student, group, and task variables.
The results indicate that the impact of student characteristics on both dependent variables is of higher significance than characteristics of the discussion group students are allocated to. With regard to levels of knowledge construction task characteristics also appear to be of importance. With regard to final exam scores the analyses reveal a significant impact of students' learning style, attitude towards task-based learning, the number of students' contributions, and the level of knowledge construction in these contributions. No significant group characteristics were observed. As to levels of knowledge construction, the analyses revealed that the amount of contributions and the attitude towards the online learning environment are significant predictors. The intensity of the interaction in a group had a significant impact. As to task characteristics, significant differences were found between consecutive themes. These disappeared when taking into account task complexity.
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