Investigates the contribution of group support systems (GSSs) to collaborative learning environments. We propose a model explaining the effect of GSSs on the acquisition of problem-solving knowledge. We also discuss the results of an empirical study designed to test the predictions of the proposed model. In the empirical study, a GSS-supported environment is compared to a traditional face-to-face collaborative environment in terms of the user understanding of a problem-solving task. The level of understanding is assessed by the Structure of the Observed Learning Outcome (SOLO) taxonomy. The results of the empirical study indicate that GSS-supported collaborative learning leads to significantly higher level of understanding than collaborative learning not supported by GSSs.
['Ron Chi-Wai Kwok', 'Mohamed Khalifa']
Effect of GSS on meaningful learning