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Is It Better to be Alone or in Company?: The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning

Is It Better to be Alone or in Company?: The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning

Elvis Mazzoni, Pietro Gaffuri, Patrizia Selleri
Copyright: © 2013 |Pages: 31
ISBN13: 9781466619364|ISBN10: 1466619368|EISBN13: 9781466619371
DOI: 10.4018/978-1-4666-1936-4.ch003
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MLA

Mazzoni, Elvis, et al. "Is It Better to be Alone or in Company?: The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning." Cases on Online Learning Communities and Beyond: Investigations and Applications, edited by Harrison Hao Yang and Shuyan Wang, IGI Global, 2013, pp. 37-67. https://doi.org/10.4018/978-1-4666-1936-4.ch003

APA

Mazzoni, E., Gaffuri, P., & Selleri, P. (2013). Is It Better to be Alone or in Company?: The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning. In H. Yang & S. Wang (Eds.), Cases on Online Learning Communities and Beyond: Investigations and Applications (pp. 37-67). IGI Global. https://doi.org/10.4018/978-1-4666-1936-4.ch003

Chicago

Mazzoni, Elvis, Pietro Gaffuri, and Patrizia Selleri. "Is It Better to be Alone or in Company?: The Impact of the Structural Profile of Interpersonal Skills on Computer-Supported Group-Based Learning." In Cases on Online Learning Communities and Beyond: Investigations and Applications, edited by Harrison Hao Yang and Shuyan Wang, 37-67. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1936-4.ch003

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Abstract

This chapter presents an empirical study involving first-year students enrolled in the Faculty of Psychology (University of Bologna), who are following a practical formative activity based on Computer-Supported Group-Based Learning. The learning activity is conducted in a blended-learning format—three face-to-face lessons and three online activities; students were randomly associated to two different experimental conditions of participation: Individual Learning (IL) and Group-Based Learning (GBL). Focusing on GBL students, this chapter intends to verify whether different Structural Profiles of Interpersonal Skills (SPIS) might improve the students’ comprehension of a scientific text. By analyzing the results of test and re-test, the students with a High Actor-SPIS make a significant improvement, and the groups with a High Density and Low Centralization make significant progress at the ReTest.

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