Promoting Regulation of Equal Participation in Online Collaboration by Combining a Group Awareness Tool and Adaptive Prompts. But Does It Even Matter?

Autor/inn/en	Strauß, Sebastian; Rummel, Nikol
Titel	Promoting Regulation of Equal Participation in Online Collaboration by Combining a Group Awareness Tool and Adaptive Prompts. But Does It Even Matter?
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 16 (2021) 1, S.67-104 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strauß, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-021-09340-y
Schlagwörter	College Students; Cooperative Learning; Student Participation; Equal Education; Prompting; Self Control; Online Courses; Student Satisfaction; Group Dynamics + Suchen Sie Ihr Suchwort? Collegestudent; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Benutzerführung; Selbstbeherrschung; Online course; Online-Kurs; Gruppendynamik
Abstract	Unequal participation poses a challenge to collaborative learning because it reduces opportunities for fruitful collaboration among learners and affects learners' satisfaction. Social group awareness tools can display information on the distribution of participation and thus encourage groups to regulate the distribution of participation. However, some groups might require additional explicit support to leverage the information from such a tool. Therefore, this study investigated the effect of combining a group awareness tool and adaptive collaboration prompts on the distribution of participation during web-based collaboration. In this field experiment, students in a university level online course collaborated twice for two-weeks (16 groups in the first task; 13 groups in the second task) and either received only a group awareness tool, a combination of a group awareness tool and adaptive collaboration prompts, or no additional support. Our results showed that students were more satisfied when the participation in their group was more evenly distributed. However, we only found tentative support that the collaboration support helped groups achieve equal participation. Students reported rarely using the support for shared regulation of participation. Sequence alignment and clustering of action sequences revealed that groups who initiated the collaboration early, coordinated before solving the problem and interacted continuously tended to achieve an equal distribution of participation and were more satisfied with the collaboration. Against the background of our results, we identify potential ways to improve group awareness tools for supporting groups in their regulation of participation, and discuss the premise of equal participation during collaborative learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01