GSS facilitation restrictiveness in collaborative learning

GSS technology, extensively applied in decision-making contexts, is now seeing increased application in the educational sector. Previous work has suggested that GSS applications can have significant positive effects on both the process and outcome of collaborative learning. This study extends this work to examine the importance of content and process facilitation in GSS-supported collaborative learning. Our results indicate that content facilitation has no significant bearing on student learning. Process facilitation is more influential, with knowledge acquisition by students requiring a less restrictive environment.