Group Awareness and Regulation in Computer-Supported Collaborative Learning

Autor/inn/en	Schnaubert, Lenka; Bodemer, Daniel
Titel	Group Awareness and Regulation in Computer-Supported Collaborative Learning
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 1, S.11-38 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schnaubert, Lenka) ORCID (Bodemer, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09361-1
Schlagwörter	Cooperative Learning; Interaction; Group Dynamics; Behavior; Computer Assisted Instruction; Social Cognition + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Interaktion; Gruppendynamik; Computer based training; Computerunterstützter Unterricht; Soziale Kognition
Abstract	Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive; (2) group awareness is conscious; (3) group awareness is current; (4) group awareness is individual; (5) group awareness is social; and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01