University of Oulu

Slof, B, van Leeuwen, A, Janssen, J, Kirschner, PA. Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning? J Comput Assist Learn. 2021; 37: 39– 50.

Mine, ours, and yours : whose engagement and prior knowledge affects individual achievement from online collaborative learning?

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Author: Slof, Bert1; van Leeuwen, Anouschka1; Janssen, Jeroen1;
Organizations: 1Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, the Netherlands
2Open University, Heerlen, the Netherlands
3University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.3 MB)
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Language: English
Published: John Wiley & Sons, 2021
Publish Date: 2021-03-09


In computer‐supported collaborative learning research, studies examining the combined effects of individual level, group level and within‐group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within‐group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members’ exhibited activities in the task space (i.e., discussing domain‐content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members’ performance on a domain‐related pre‐test and post‐test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business‐economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within‐group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members’ individual engagement in the social space activities as well as the groups’ average prior knowledge positively predicts individual achievement. No effects were found for either group members’ or groups’ engagement in the task space and for the within‐group differences.

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Series: Journal of computer assisted learning
ISSN: 0266-4909
ISSN-E: 1365-2729
ISSN-L: 0266-4909
Volume: 37
Issue: 1
Pages: 39 - 50
DOI: 10.1111/jcal.12466
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Copyright information: © 2020 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.