Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools

Janssen, José; Bodemer, Daniel

doi:10.1080/00461520.2012.749153

Cited by 187 publications

(163 citation statements)

References 72 publications

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“…Content-related controversies that have the potential to be beneficial for learners can trigger individual socio-cognitive conflicts that previous research considered as meaningful. Beyond content-related controversies that are our main interest, predominantly structural or socio-emotional controversies can also be identified in social systems like on-line discussion forums or blogs (Janssen and Bodemer, 2013). It is important to note that socio-cognitive in terms of the co-evolution of knowledge does not inevitably require that individuals must be involved in constant interaction with each other (Cress and Kimmerle, 2008).…”

Section: /25mentioning

confidence: 99%

“…It was shown that providing representational guidance can nudge the discussion of controversial evidence (Suthers, 2001) and can lead to learning outcomes of higher quality (Janssen et al, 2010). Recently, cognitive group awareness tools were proven to be beneficial for learning processes and learning outcomes in various CSCL and related scenarios (Bodemer and Dehler, 2011;Janssen and Bodemer, 2013). They guide collaboration behaviours by providing individuals information on other learners' knowledge or opinions.…”

Section: /25mentioning

confidence: 99%

“…Research on cognitive group awareness tools has shown potentials in different contexts to foster learning processes and enable deeper elaboration (Bodemer, 2011;Buder and Bodemer, 2008;Engelmann et al, 2009;Janssen and Bodemer, 2013). Visualisations of information with regard to conflicting knowledge constellations or opinions of particular groups in online discussions can guide learners towards new points of view or to focus on yet unknown facts (Buder and Bodemer, 2008;Buder et al, 2015).…”

Section: Controversies and Wiki Activitiesmentioning

confidence: 99%

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Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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Wikis mainly distribute user-generated content over the article and its corresponding talk page. While educational research provides article-related suggestions for learner's support, research has rarely analysed the potentials of supporting learning-related processes at the talk page level. With the presented experiment, we address this issue by investigating effects of visual controversy awareness information on content-related discussion threads. Such information can induce socio-cognitive conflicts which research assumes to be beneficial for learning, particularly when contradictory evidence leads wiki discussions. We investigated how controversy awareness highlighting as implicit guidance directs students' (N = 81) navigation and learning processes as wells as their internalized knowledge representations. Results indicate that the implementation of controversy awareness representations helped students to focus on selecting meaningful discussion threads. Our findings suggest that wiki talk page users can benefit from additional structuring aids and increase their learning outcome when being aware of occurring controversies.

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Section: /25mentioning

confidence: 99%

Section: /25mentioning

confidence: 99%

Section: Controversies and Wiki Activitiesmentioning

confidence: 99%

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Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Heimbuch

Bodemer

2017

The Internet and Higher Education

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“…However, behavioral awareness tools can be considered as the most dynamic displaying awareness tools because they provide learners with up-to-minutes awareness information. Examples of behavioral awareness tools were employed by Janssen et al (2011) and Janssen and Bodemer (2013).…”

Section: Level 2: Group Awareness As Behavioral Awarenessmentioning

confidence: 99%

Group Awareness in Computer-Supported Collaborative Learning Environments

Ghadirian¹,

Ayub²,

Silong³

et al. 2016

IES

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It is commonly discussed that a key challenge for online collaboration is to promote group awareness. Although this challenge has gained intensified consideration by scholars, scarce attempt has been devoted into development of a reasonable hypothetical comprehension of what group awareness really is and how it can be studied empirically. This paper discusses the conceptions and the research approaches that underlie research on group awareness in computer-supported collaborative learning circumstances. While reviewing literatures they were classified in three categories (behavioral, knowledge and social awareness) and variations in underlying techniques for visualization of awareness were also provided. It was found that research is dominated by the knowledge awareness, which focus on awareness of self and group members' level of expertise, skills, prior knowledge of task as well as areas of interest. However, some researchers studied all dimensions of awareness. Findings suggest that the notion of displaying of awareness information has been shifted from implicit to the explicit technique through which users intentionally express their current understanding and feelings or assess self and others and provide necessary information to be visualized. The paper suggests some areas for future empirical investigations and concludes with some theoretical considerations on the nature of group awareness.

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“…The awareness approach (Bodemer and Dehler, 2011;Buder, 2011;Janssen and Bodemer, 2013) builds on learning analytics (Schneider et al, 2012) to provide users with information, or feedback, about their learning process; such awareness information may be related to either the individual learners or the group as a whole. This approach is complex, as it requires to identify the data that must be collected, to set up a tracking system according to the data to collect, to compute these data in order to produce relevant indicators and to use appropriate visualisation techniques to return indicators back to (group of) learners and tutors at the right time.…”

Section: Introductionmentioning

confidence: 99%

Awareness and Reflection in Virtual and Remote Laboratories: the case of Computer Education

Vidal

Venant

Broisin

2017

IJTEL

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Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools

Cited by 187 publications

References 72 publications

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Controversy awareness on evidence-led discussions as guidance for students in wiki-based learning

Group Awareness in Computer-Supported Collaborative Learning Environments

Awareness and Reflection in Virtual and Remote Laboratories: the case of Computer Education

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