This study investigated the patterns of peer interaction among students working cooperatively in small groups on a computer-based problem-solving task and examined the effects of student gender and group composition on peer interaction in such a situation. Sixty-four students (32 females, 32 males) were randomly assigned to four-person groups: same-gender, majority-female, equal-ratio, and majority-male groups. The results of the analyses showed that students' interactions were primarily task-related, collaborative, and positive and that female and male students had significantly different experiences across groups of varied gender composition in regard to the specific categories of interaction as well as the total interaction. The implications of these results for computer-based small group work were discussed.
Get full access to this article
View all access options for this article.
References
1.
BeckerH. J.SterlingC. W., Equity in School Computer Use: National Data and Neglected Considerations, Journal of Educational Computing Research, 3, pp. 289–311, 1987.
2.
BeckerH. J., School Uses of Microcomputers: Reports from a National Survey, The Johns Hopkins University, Center for Social Organization of Schools, Baltimore, Maryland, 1983.
ChenM.PaisleyW. (eds.), Children and Microcomputers: Research on the Newest Medium, Sage, Beverly Hills, California, 1985.
5.
HawkinsJ.SheingoldK.GearhartM.BergerC., Microcomputers in Schools: Impact on the Social Life of Elementary Classrooms, Journal of Applied Developmental Psychology, 3, pp. 361–373, 1982.
6.
CosdenM.LieberJ., Grouping Students on the Microcomputer, Academic Therapy, 22, pp. 165–172, 1986.
7.
HannafinM. H.DaltonD. W.HooperS., Computers in Education: Ten Myths and Ten Needs, Educational Technology, 27, pp. 8–14, 1987.
8.
PapertS., Mindstorms: Children, Computers, and Powerful Ideas, Basic Books, New York, 1980.
9.
RubinA., The Computer Confronts Language Arts: Cans and Shoulds for Education, in Classroom Computers and Cognitive Science, WilkinsonA. C. (ed.), Academic Press, New York, 1983.
10.
SheingoldK.KaneJ.EndreweitM., Microcomputer Use in Schools: Developing a Research Agenda, Harvard Educational Review, 53, pp. 412–432, 1983.
11.
SheingoldK.HawkinsJ.CharC., “I'm the thinkist, you're the typist”: The Interaction of Technology and the Social Life of Classrooms, Journal of Social Issues, 40, pp. 49–61, 1984.
12.
GuntermannE.TovarM., Collaborative Problem-Solving with LOGO: Effects of Group Size and Group Composition, Journal of Educational Computing Research, 3, pp. 313–334, 1987.
13.
JohnsonD. W.JohnsonR. T., Cooperative Learning: One Key to Computer Assisted Learning, The Computing Teacher, 13, pp. 11–15, 1985.
14.
JohnsonR. T.JohnsonD. W.StanneM. B., Effects of Cooperative, Competitive, and Individualistic Goal Structures on Computer-Assisted Instruction, Journal of Educational Psychology, 77, pp. 668–677, 1985.
15.
JohnsonR. T.JohnsonD. W.StanneM. B., Comparison of Computer-Assisted Cooperative, Competitive, and Individualistic Learning, American Educational Research Journal, 23, pp. 382–392, 1986.
16.
MevarechZ. R.SternD.LevitaI., To Cooperate or not to Cooperate in CAI: That is the Question, Journal of Educational Research, 80, pp. 164–167, 1987.
17.
WebbN. M., Microcomputer Learning in Small Groups: Cognitive Requirements and Group Processes, Journal of Educational Psychology, 76, pp. 1076–1088, 1984.
18.
WebbN. M.EnderP.LewisS., Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming, American Education Research Journal, 23, pp. 243–261, 1986.
19.
YuehJ.AlessiS., The Effect of Reward Structure and Group Ability Composition on Cooperative Computer-Assisted Instruction, Journal of Computer-Based Instruction, 15, pp. 18–22, 1988.
20.
JohnsonD. W.JohnsonR. T., Learning Together and Alone: Cooperation, Competition, and Individualistic Learning (2nd Edition.), Prentice-Hall, Englewood Cliffs, New Jersey, 1987.
21.
JohnsonD. W.JohnsonR. T.HolubecE. J.RoyP., Circles of Learning: Cooperation in the Classroom, Association for Supervision and Curriculum Development, Alexandria, Virginia, 1984.
22.
SharanS.HareP.WebbC.Hertz-LazarowitzR. (eds.), Cooperation in Education, Brigham Young University, Provo, Utah, 1980.
23.
SlavinR. E., Cooperative Learning, Longman, New York, 1983.
24.
SlavinR. E.SharanS.KaganS.Hertz-LazarowitzR.WebbC.SchmuckR. (eds.), Learning to Cooperate, Cooperating to Learn, Plenum Press, New York, 1985.
25.
JohnsonD. W.JohnsonR. T., The Socialization and Achievement Crises: Are Cooperative Learning Experiences the Solution? in Applied Social Psychology Annual (vol. 4), BickmanL. (ed.), Sage, Beverly Hills, California, 1983.
26.
JohnsonD. W.JohnsonR. T., A Meta-Analysis of Cooperative, Competitive and Individualistic Goal Structures, Lawrence Erlbaum, Hillsdale, New Jersey, 1987.
27.
JohnsonD. W.MaruyamaG.JohnsonR.NelsonD.SkonL., Effects of Cooperative, Competitive, and Individualistic Goal Structures on Achievement: A Meta-Analysis, Psychological Bulletin, 89, pp. 47–62, 1981.
28.
SharanS., Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations, Review of Educational Research, 50, pp. 241–271, 1980.
29.
SlavinR. E., Cooperative Learning: Student Teams (2nd Edition), National Education Association, Washington, D.C., 1987.
30.
WebbN. M., Student Interaction and Learning in Small Groups, Review of Educational Research, 52, pp. 421–445, 1982.
31.
JohnsonD. W.JohnsonR. T., The Internal Dynamics of Cooperative Learning Groups, in Learning to Cooperate, Cooperating to Learn, SlavinR. E.SharanS.KaganS.Hertz-LazarowitzR.WebbC.SchmuckR. (eds.), Plenum Press, New York, 1985.
32.
JohnsonD. W.JohnsonR. T.RoyP.ZaidmanB., Oral Interaction in Cooperative Learning Groups: Speaking, Listening, and Nature of Statements Made by High-, Medium-, and Low-Achieving Students, Journal of Psychology, 119, pp. 303–321, 1985.
33.
YagerS.JohnsonD. W.JohnsonR. T., Oral Discussion, Group-to-Individual Transfer, and Achievement in Cooperative Learning Groups, Journal of Educational Psychology, 77, pp. 60–66, 1985.
34.
JohnsonD. W., Group Processes: Influences of Student-Student Interaction on School Outcomes, in The Social Psychology of School Learning, McMillanJ. H. (ed.), Academic Press, New York, pp. 123–168, 1980.
35.
JohnsonD. W., Student-Student Interaction: The Neglected Variable in Education, Educational Researcher, 37, pp. 5–10, 1981.
36.
JohnsonR. T.JohnsonD. W., Student-Student Interaction: Ignored but Powerful, Journal of Teacher Education, 36, pp. 22–26, 1985.
37.
WebbN. M., Peer Interaction and Learning in Small Groups, paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, 1988.
38.
LockheedM. E., The Modification of Female Leadership Behavior in the Presence of Males, paper presented at the annual meeting of the American Educational Research Association, Washington, D.C., 1975.
39.
LockheedM. E., Sex and Social Influence: A Meta-Analysis Guided by Theory, in Status, Rewards, and Influence: How Expectations Organize Behavior, BergerJ.ZelditchM.Jr. (eds.), Jossey-Bass, San Francisco, 1985.
40.
LockheedM. E.HallK. P., Conceptualizing Sex as a Status Characteristic: Applications to Leadership Training Strategies, Journal of Social Issues, 32, pp. 111–124, 1976.
41.
WebbN. M., Group Composition, Group Interaction, and Achievement in Cooperative Small Groups, Journal of Educational Psychology, 74, pp. 475–484, 1982.
42.
WebbN. M., Sex Differences in Interaction and Achievement in Cooperative Small Groups, Journal of Educational Psychology, 76, pp. 33–44, 1984.
43.
BergerJ.CohenB. P.ZelditchM., Status Characteristic and Social Interaction, American Sociological Review, 37, pp. 241–255, 1972.
44.
BergerJ.ConnerT. L.FisekM. H. (eds.), Expectation States Theory: A Theoretical Research Program, Winthrop, Cambridge, Massachusetts, 1974/1982.
45.
BergerJ.FisekM. H.NormanR. Z.ZelditchM., Status Characteristics and Social Interaction, Elsevier, New York, 1977.
46.
BergerJ.RosenholtzS. J.ZelditchM., Status Organizing Processes, Annual Review of Sociology, 6, pp. 479–508, 1980.
47.
BergerJ.ZelditchM. (eds.), Status, Rewards, and Influence: How Expectations Organize Behavior, Jossey-Bass, San Francisco, California, 1985.
48.
BergerJ.ZelditchM.AndersonB., Sociological Theories in Progress (vol. 1), Houghton Mifflin, New York, 1966.
ForemanD., Search of the Literature, The Computing Teacher, 9, pp. 37–51, 1982.
51.
KulikJ., Synthesis of Research on Computer-Based Instruction, Educational Leadership, 41, pp. 19–21, 1983.
52.
LeeM., Student Interaction and Learning in Computer-Based Small Groups, paper presented at the annual convention of the Association for Educational Communications and Technology, Dallas, Texas, 1989.
53.
BarnesD.ToddF., Communication and Learning in Small Groups, Routledge and Kegan Paul, London, 1977.
54.
TrujilloN., Toward a Taxonomy of Small Group Interaction-Coding Systems, Small Group Behavior, 17, pp. 371–394, 1986.
55.
WeigelR.CorazziniJ., Small Group Research: Suggestions for Solving Common Methodological Design Problems, Small Group Behavior, 9, pp. 193–220, 1978.
56.
HerbertJ.AttridgeC., A Guide for Developers and Users of Observation Systems and Manuals, American Educational Research Journal, 12, pp. 1–20, 1975.
57.
BalesR. F., Interaction Process Analysis: A Method for the Study of Small Groups, The University of Chicago Press, Chicago, 1950/1976.
58.
WebbN. M., A Process-Outcome Analysis of Learning in Group and Individual Settings, Educational Psychologist, 15, pp. 69–83, 1980.
59.
WebbN. M., Peer Interaction and Learning in Cooperative Small Groups, Journal of Educational Psychology, 74, pp. 642–655, 1982.
60.
WebbN. M., The Role of Gender in Computer Programming Learning Processes, Journal of Educational Computing Research, 1, pp. 441–458, 1985.
61.
WebbN. M.KenderskiC. M., Student Interaction in Small Group and Whole Class Settings, in The Social Context of Instruction: Group Organization and Group Processes, PetersonP. L.WilkinsonL. C.HallinanM. (eds.), Academic Press, New York, 1984.
62.
WebbN. M.KenderskiC. M., Gender Differences in Small-Group Interaction and Achievement in High- and Low-Achieving Classes, in Gender Influences in Classroom Interaction, WilkinsonL. C.MarrettC. B. (eds.), Academic Press, New York, 1985.
BighamD.PortwoodG.ElliottL., Where in the World Is Carmen Sandiego?Broderbund Software Co., 1986.
65.
AlessiS. M.TrollipS. R., Computer-Based Instruction: Methods and Development, Prentice-Hall, Englewood Cliffs, New Jersey, 1985.
66.
GlennA.RakowS., Computer Simulations: Effective Teaching Strategies, The Computing Teacher, 12, pp. 58–59, 1985.
67.
MerrillP. F.TolmanM. N.ChristensenL.HammonsK.VincentB. R.ReynoldsP. L., Computers in Education, Prentice-Hall, Englewood Cliffs, New Jersey, 1986.
68.
WillisJ.HoveyL.HoveyK. G., Computer Simulations, Garland, New York, 1987.
69.
MaloneT. W., Toward a Theory of Intrinsically Motivating Instruction, Cognitive Science, 4, pp. 333–369, 1981.
70.
MaloneT. W., What Makes Computer Games Fun?Byte, 6, pp. 258–277, 1981.
71.
BrushL. E., Encouraging Girls in Mathematics, Abt, Cambridge, Massachusetts, 1980.
72.
ChenM., Gender and Computers: The Beneficial Effects of Experience on Attitudes, Journal of Educational Computing Research, 2, pp. 265–282, 1986.
73.
FennemaE.AyerM. J. (eds.), Women and Education: Equity or Equality?McCutchan, Berkeley, California, 1984.
74.
HawkinsJ., Computers and Girls: Rethinking the Issues, in Mirrors of Minds: Patterns of Experience in Educational Computing, PeaR. D.SheingoldK. (eds.), Ablex, Norwood, New Jersey, 1987.
75.
HessR. D.MiuraI. T., Gender Differences in Enrollment in Computer Camps and Classes, Sex Roles, 13, pp. 193–203, 1985.
76.
LockheedM. E., Women, Girls, and Computers: A First Look at the Evidence, Sex Roles, 13, pp. 115–122, 1985.
77.
LockheedM. E.FraktS. B., Sex Equity: Increasing Girls' Use of Computers, The Computing Teacher, 11, pp. 16–18, 1984.
78.
LockheedM. E.MandinachC. B., Trends in Educational Computing: Decreasing Interest and the Changing Focus of Instruction, Educational Researcher, 15, pp. 21–26, 1986.
79.
SaundersJ., What Are the Real Problem Involved in Getting Computers into the High School?Mathematics, 72, pp. 443–447, 1979.
80.
ClevelandW. S., The Elements of Graphing Data, Wadsworth, Monterey, California, 1985.
81.
FishM.FeldmanS., Teacher and Student Verbal Behavior in Microcomputer Classes: An Observational Study, Journal of Classroom Interaction, 23, pp. 15–21, 1988.
82.
AllenV. L., Children as Teachers: Theory and Research on Tutoring, Academic Press, New York, 1976.
83.
LewisM.RosenblumL. A., Friendship and Peer Relations, Wiley, New York, 1975.
84.
DedeC., The Likely Evolution of Computer Use in Schools, Educational Leadership, 41, pp. 22–24, 1983.
85.
SardelloR. J., The Technological Threat to Education, in The Computer in Education: A Critical Perspective, SloanD. (ed.), Teachers College Press, New York, 1985.
86.
WeizenbaumJ., Computer Power and Human Reason, W. H. Freeman, San Francisco, 1976.
