Original Paper
European Journal of Information Systems (2002) 11, 98–107. doi:10.1057/palgrave/ejis/3000421
Role of GSS on collaborative problem-based learning: a study on knowledge externalisation
R C-W Kwok1,2, J-N Lee3, M Q Huynh4 and S-M Pi5
- 1State University of New York at Binghampton, New York, USA
- 2City University of Hong Kong, Kowloon, Hong Kong
- 3City University of Hong Kong, Kowloon, Hong Kong
- 4Washington State University, Vancouver, USA
- 5Chung Yuan Christian University, Chung-Li, Taiwan
Correspondence: R C-W Kwok, Department of Information Systems, City University of Hong Kong, Tat Chee Avenue, Kowloon, Hong Kong. E-mail: isron@is.cityu.edu.hk
Abstract
Based on the success of using Group Support Systems (GSS) to support collaborative work, a growing community of GSS researchers investigates the potential of GSS in business education with special attention to collaborative learning. This paper extends their works and proposes a model of collaborative problem-based learning (CPBL). Based on the proposed model, we explain the effects of GSS on CPBL in general, and externalisation of learners' contributions (initiated ideas, questions and feedback) in particular. A controlled experiment was carried out to investigate the effects of GSS on externalization of the learners' contributions in a CPBL environment. The results indicate that learners in an anonymous GSS-supported CPBL environment externalise more initiated ideas, fewer questions, and fewer but better feedback than those in a non-GSS supported one.
