A theoretical framework for evaluating participation in online collaborative learning

Computer Supported Collaborative Learning (CSCL) environment is becoming more popular and therefore it is vital to evaluate its effectiveness in achieving learning goals. In order to measure such effectiveness this paper adopts a socio-cultural approach and focuses on students' participation in relation to the effectiveness of CSCL. This paper proposes a conceptual model based on the existing theories and literature on social CSCL context with greater emphasis on students' non-educational factors. In this context students' participation is defined by a set of variable ranging from students' performance and satisfaction in one side, and group size, students' motivation to learn, feedback, students' previous experience with using IT, and group commitment to shared goals on the other side. Also for each of these variable one or more measures is identified. This model shows how students' participation in computer supported group learning influences effectiveness of such electronic environments.