Investigating non‐pedagogical sociability of asynchronous computer supported collaborative learning environments

While technologically Computer Supported Collaborative Learning (CSCL) systems have been considerably improved, previous studies have shown that the social aspect of CSCL is often neglected or assumed to happen automatically just by creating such virtual learning environments. Several studies on the other hand showed sociability of CSCL environments strongly relate to online learning enjoyment and effectiveness of learning. Social interactions in CSCL can be broadly categorized as pedagogical/on-task and non-pedagogical/non-task interactions. Accordingly, this thesis investigates the non-pedagogical sociability of CSCL environments and primarily demonstrates that non-pedagogical/non-task interactions do occur in these environments. In addition, this thesis operationalizes the notion of non-pedagogical sociability of CSCL environments and determines factors that impact on it.A multi method approach for data collection and analysis is used. Results of a content analysis extend the Transcript Analysis Tool (TAT) instrument, the tool used for the content analysis, and show the presence and pattern of a substantial amount of non-pedagogical social exchanges occur in both virtual task-related as well as non-task-related spaces. The findings from the survey data, on the other hand, support the SIP theory and SIDE theory predictions and revealed that the sense of cohesion and awareness of others significantly impact on the non-pedagogical sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness of others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this thesis can be used in future research for investigating the relationship between the non-pedagogical sociability of CSCL and other CSCL factors. It also provides CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. From a practical point of view, this study develops and validates an instrument that guides required changes in the CSCL for improving the non-pedagogical social functionality of the environment. The findings also stress the importance of virtual spaces in CSCL design exercises in order to provide opportunities for students to have non-task discussions and to reflect on their own and others experiences and ideas