Online versus face-to-face collaboration in the context of a computer-supported modeling task

This paper examines the differences between online synchronous and offline face-to-face collaboration in the context of a computer-supported modeling task. A mathematical problem was designed and set to the participants to solve. Their modeling process using ModellingSpace, a collaborative computer-supported educational environment, was monitored. 16 ninth grade students participated in the study, all worked in groups of two. Eight groups worked online, the remaining 8 offline. The analysis focused on the identification of students' cognitive modeling strategies, their interactions and the learning gain for each type of collaboration. Both qualitative and quantitative approaches were adopted as well as two complementary coding schemes to better investigate the peers' interactions. The results obtained suggest that pairs who worked online emphasized analysis and synthesis; they also demonstrated a higher learning gain. Offline pairs needed the teacher's support and demonstrated stronger social interaction. Moreover, although the actions of offline dyads were more numerous, the dyads that worked online seemed to present more task-oriented actions. Participants in both groups mutually explored the problem, with few disagreements among them. Our findings could inform the design of learning programs and the facilitation of collaborative tasks.