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Group Awareness Support in Promoting Online Collaborative Learning
PROCEEDINGS

, , University of Missouri, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study was to examine the effect of group awareness on students’ perceptions of group interaction, individual learning performance, and the equality of individual participation in computer supported collaborative learning. Twenty-six students were recruited and conducted group projects in two conditions: Awareness vs. No-awareness. The Awareness group received group awareness support representing contribution levels of each member while the No awareness group did not. Results showed that the Awareness group (a) interacted more actively; (b) perceived more positive group interactions; (c) performed better on one formative test. However, there was no difference in equality of individual participation. This study provided an insight into a better-practice approach to successful online learning by utilizing visualizations of group activity and individual contributions.

Citation

Kwon, K. & Hong, R.Y. (2012). Group Awareness Support in Promoting Online Collaborative Learning. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1675-1681). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .

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