Technology selection for small-group collaborative distance learning

Heeren, E.

doi:10.3115/222020.222128

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…2. Task/media-fit hypothesis (Heeren, 1996;adapted from Daft & Lengel, 1984;McGrath & Hollingshead, 1993, 1994 The amount of uncertainty reduction depends more on community members' willingness to share information, than on selected media of a certain richness. However, the media that are used by a community may influence the amount of equivocality that is potentially reduced in a community.…”

Section: Fax -Computer Conferencingmentioning

confidence: 99%

“…The availability of advanced electronic communication functionality has provided enormous support to some research communities which are geographically separated (see Sanderson, 1994, for an overview). Similarly, such technologies have allowed various advanced designs for collaborative distance learning (McConnell, 1994;Heeren, 1996). Distributed collaborative groups, existing for either working or learning purposes, or both, have to make decisions on the selection of appropriate media to support their communication and collaboration.…”

Section: Introduction Introduction Introduction Introduction Introducmentioning

confidence: 99%

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Selecting communication media for distributed communities

Heeren

Lewis

1997

Computer Assisted Learning

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Within the 'Virtual Mobility and Distributed Laboratories' project three naturalistic case studies of distributed research communities were conducted with a focus on the communication media used. The findings provide insight into relationships between the different media that the communities selected, and the different activities to which these media contributed. It is suggested that these findings are also relevant for distributed groups in which collaborative learning is the primary aim. A framework is presented for understanding and recommending selections of media for particular kinds of tasks, which is derived by integrating Media‐richness Theory and Activity Theory. This framework indicates how task/media fit may be achieved while taking into account the evolving character of activities in a distributed community. Some implications of the framework for collaborative distance learning are highlighted.

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Section: Fax -Computer Conferencingmentioning

confidence: 99%

Section: Introduction Introduction Introduction Introduction Introducmentioning

confidence: 99%

Selecting communication media for distributed communities

Heeren

Lewis

1997

Computer Assisted Learning

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“…Several renowned group‐learning models have been proposed in computer‐based cooperative learning (Reinhard et al ., 1994; Shotsberger et al ., 1995). Those models have also been applied in network‐based distance learning systems (Collis et al ., 1997; Heeren, 1996). Without the possibility of obtaining relevant information through face‐to‐face interactions with students, teachers face difficulties in controlling and managing the learning progress of individuals and groups.…”

Section: Introductionmentioning

confidence: 99%

Intervention and strategy analysis for web group‐learning

Chen

Liu

et al. 2001

Computer Assisted Learning

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Owing to the lack of face‐to‐face interactions, students using a web‐based learning system are likely to study alone and with relatively little classmate support and pressure. Teachers in a web‐based learning system may apply a group‐learning model to overcome this problem. Teachers first need to organise, manage and monitor the group learning and they must take appropriate actions based on teaching strategies to improve the learning achievements of the students. To perform these tasks effectively, teachers must obtain relevant information by analysing the huge volume of web‐access logs or by monitoring web interactions. This paper presents novel methodologies for developing instruments to assist teachers in performing intervention and strategy analysis. The proposed methodologies apply data mining tools provided by existing database management systems. Database techniques, including the multi‐dimensional cube, are then applied to make student web logs meaningful and helpful to teachers in managing group learning. The associate rule mining tool is finally employed to assist teachers in analysing their pedagogical strategies. These tools relieve teachers of tedious data collection and analysis, allowing them to focus on managing the groups to promote students' learning achievement.

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“…The research area that deals with topics that are related to collaborative learning through computers is cited in the literature, such as Computer Supported Collaborative Learning (CSCL) and is considered a subdivision of CSCW [Heeren 1996] dedicated to educational applications. On the Internet2 [Internet2 2000], learningware is the expression used to denominate groupware that is dedicated to collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

Facilitating perception on virtual learningware based environments

Fukś

Assis

2001

Journal of Systems and Information Technology

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Questions related to perception in groupware systems have received a lot of attention in recent Computer Supported Cooperative Work (CSCW) studies. This paper presents a model of support of perception for a groupware approach based upon communication, coordination and cooperation. The suggested model is applied through learningware technology. The AulaNet learning environment was used as a source of experiences for development of the proposed model. The conception of a new service, implemented on AulaNet to illustrate the utilization of perception information, also is presented. Some of the problems that have been encountered, questions of implementation and difficulties derived from the addition of new functionalities, are highlighted throughout the paper.

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Technology selection for small-group collaborative distance learning

Cited by 5 publications

References 4 publications

Selecting communication media for distributed communities

Selecting communication media for distributed communities

Intervention and strategy analysis for web group‐learning

Facilitating perception on virtual learningware based environments

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