An Empirical Study on the Effect of Group Awareness in CSCL Environments

Autor/inn/en	Ma, Xiulin; Liu, Jingjing; Liang, Jing; Fan, Chenyu
Titel	An Empirical Study on the Effect of Group Awareness in CSCL Environments
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.38-53 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Xiulin) ORCID (Liu, Jingjing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1758730
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Group Dynamics; Electronic Learning; Interaction; Learning Motivation; Feedback (Response); Independent Study; Computer Science Education; Learning Strategies; Self Efficacy; Sense of Community + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Gruppendynamik; Interaktion; Motivation for studies; Lernmotivation; Selbststudium; Computer science lessons; Informatikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit
Abstract	The online learning practice has already demonstrated that the quality of interaction and motivation in collaborative learning is not as good as expected, due to the loneliness and burnout feeling spawned by inadequate learning status information about others. This study proposed a model on group awareness to feedback information of group learning status with charts or diagrams, including the cognitive awareness, social awareness and behavioural awareness, so as to support the self-regulated learning and group interaction. On the platform developed for teaching of computer science, an experiment that lasted for one semester was conducted on three classes (one experimental class and two control classes). And students' ability of learning strategies and self-efficacy were measured before and after the experiment. The group awareness tool embedded in the platform was applied to generate status about the interaction in Computer-Supported Collaborative Learning. The data analysis showed that the model had a significant effect on maintaining motivation, reducing the sense of loneliness and improving interaction quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01