Emerging leadership effect on group outcomes in CSCL activities

Abstract

Research has demonstrated that Computer-Supported Collaborative Learning (CSCL) is beneficial in fostering students’ engagement and enhancing their learning outcomes. Consequently, the effect of group settings in learning environments have been thoroughly explored, as well as the roles that can surface from those interactions and settings. Learners’ roles within CSCL can be either scripted or occurred naturally and help to coordinate the activities. This work emphasizes the emergence of the leadership role as one of the important elements that influence the collaborative process and thus the groups quality of learning and task outcome. The findings of the research provide initial insights into the emergence of leadership and the dissemination of coordinative leadership behaviours across two educational levels. These results highlight the need for further investigation to compare different educational levels and their respective approaches to leadership behaviour.