Supporting Group Awareness in Web-Based Learning Environments

Hu, Bin; Kuhlenkamp, Andreas; Reinema, Rolf

doi:10.1007/3-540-45785-2_42

Cited by 10 publications

(8 citation statements)

References 16 publications

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“…Group awareness tools enable the interactive activities of each team to be visualized, including the number of individual contributions, evaluations, replies, and “likes” ( Lin, 2018 ). Visualization strengthens social interaction and communication by enhancing motivation, triggering reflection, and monitoring individual contributions ( Janssen et al, 2007 ), enabling the formation of a learning community ( Hu et al, 2002 ). This mechanism enables group awareness to help students to realign their tactics for subsequent learning activities, identify problems, reflect on the entire learning process, manage their time, and foster motivation ( Janssen et al, 2007 ; Järvelä et al, 2013 ; Lin, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis

Chen

Wei

et al. 2023

Front. Psychol.

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Education research is increasingly focused on fostering self-regulated learning (SRL) and socially shared regulation of learning (SSRL) among students. However, previous meta-analyses have rarely focused on the specific types of regulated learning scaffolding. Therefore, this meta-analysis examines the effects of different types of regulated learning scaffolding on regulation strategies and academic performance. A total of 46 articles met the inclusion criteria and were included in the final analysis. The findings showed that overall, regulated learning scaffolding had a moderate effect (g = 0.587). In addition, moderation analyses were performed using a random effects model that focused on four types of scaffolding. The results showed that overall, composite tools had the greatest effect, while the most useful scaffolding for SRL and SSRL were group awareness tools (g = 0.61) and composite tools (g = 0.53), respectively. In terms of learning outcomes, composite tools had the greatest effect on regulation strategies, while intelligent pedagogical agents had the greatest effect on academic performance. We also performed a meta-regression analysis to identify the moderators that had the greatest influence on the effects of regulated learning scaffolding. The results showed that grade level, academic subject, and cooperation all had a significant impact. In conclusion, these findings provide evidence for validating the effectiveness of four regulated learning scaffolding and for discovering their function for SSRL, and presented some practical implications of our findings.

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Section: Discussionmentioning

confidence: 99%

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis

Chen

Wei

et al. 2023

Front. Psychol.

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“…Fundamental privacy techniques and tradeoffs for awareness systems have been presented in [7]. In [8] an awareness component model with a notification mechanism has been presented that enables group awareness within web-based learning components. Researchers have reported a significant effectiveness of applying media technologies, such as chatting tools, shared workspace tools, video and audio tools, visualization representation tools, email, and notification tools in deliver awareness through groupware system [19].…”

Section: Related Workmentioning

confidence: 99%

History-Aware User Awareness in Web Lectures

Ketterl

Mertens

Emden

et al. 2010

2010 IEEE International Symposium on Multimedia

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User awareness has become a popular feature in many social web applications. In classic text-based web-systems, user awareness features show how many users are online in a web application or how many users are accessing the same web page. When time based media like web lectures are concerned this approach comes to its limits since time-based media are inherently different from classic text-based media.The main difference in these two types of media is that text-based media can easily be skimmed at a glance while video-or audio-objects have to be fully replayed when users want to grasp their content.This paper presents an approach that employs time-based usage statistics for all users in a web lecture system in order to provide users with a means to communicate with other users who are online and have watched those parts of a media object that the user is interested in.The work is implemented in the context of the Opencast Matterhorn project -an open source based project for producing, managing and distributing academic video content.

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“…Fundamental privacy techniques and tradeoffs for awareness systems have been presented in Hudson and Smith (1996). In Hu et al (2002), an awareness component model with a notification mechanism has been presented that enables group awareness within web-based learning components. Researchers have reported a significant effectiveness of applying media technologies, such as chatting tools, shared workspace tools, video and audio tools, visualization representation tools, e-mail and notification tools to support awareness through groupware systems (Tsai et al, 2005).…”

Section: Related Workmentioning

confidence: 99%

Enabling user to user interactions in web lectures with history‐aware user awareness

Ketterl

Mertens

Wiesen

et al. 2011

Interactive Technology and Smart Education

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Purpose -The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the evaluation of past user interaction data in time-based media. Design/methodology/approach -The work is implemented as a prototype application in the context of the Opencast Matterhorn project -an open source based project for producing, managing and distributing academic video content. The application compares users viewing behavior and allows communication with others that are good candidates to answer questions. Findings -Different filtering approaches for identifying suitable candidates are being discussed that foster past interactions in time-based media. Practical implications -The paper shows that web lectures can benefit from user awareness ideas and presents examples of how learners can benefit from the knowledge of other users who are working with the same video based content. Originality/value -User awareness has become an important feature in today's Web 2.0 experience. The paper discusses different user awareness models and explains how they can be adapted to time-based video content. The presented work is available as a plug-in for the Opencast Matterhorn project.

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Supporting Group Awareness in Web-Based Learning Environments

Cited by 10 publications

References 16 publications

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis

History-Aware User Awareness in Web Lectures

Enabling user to user interactions in web lectures with history‐aware user awareness

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