Social Ability in Completely Online Groups: A comparison with and without activity awareness tools
Krista Galyen, University of Missouri-Columbia, United States ; Sean Goggins, Drexel University, United States ; James Laffey, University of Missouri, United States
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Two completely online collaborative learning courses measured social ability at the beginning and end of the course. Course 1 had context-aware activity notification tools implemented; Course 2 did not. Course 2 demonstrated a significant decrease in social ability across groups and for the course as a whole; this differed from Course 1 which had increases in social ability with the awareness tools. Implications for use of context-aware activity notification tools in online learning systems are discussed.
Galyen, K., Goggins, S. & Laffey, J. (2010). Social Ability in Completely Online Groups: A comparison with and without activity awareness tools. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3117-3123). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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