Incidence of Group Awareness Information on Students' Collaborative Learning Processes

Autor/inn/en	Pifarré, M.; Cobos, R.; Argelagós, E.
Titel	Incidence of Group Awareness Information on Students' Collaborative Learning Processes
Quelle	In: Journal of Computer Assisted Learning, 30 (2014) 4, S.300-317 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12043
Schlagwörter	Knowledge Management; Cooperation; Student Attitudes; Group Dynamics; College Students; Consciousness Raising; Data Analysis; Student Participation; Metacognition; Cognitive Processes; Learning Activities; Feedback (Response); Visualization; Student Behavior; Cooperative Learning + Suchen Sie Ihr Suchwort? Wissensmanagement; Co-operation; Kooperation; Schülerverhalten; Gruppendynamik; Collegestudent; Bewusstseinsbildung; Auswertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Lernaktivität; Visualisation; Visualisierung; Student behaviour; Kooperatives Lernen
Abstract	This paper studies how the integration of group awareness tools in the knowledge management system called KnowCat (Knowledge Catalyser), which promotes collaborative knowledge construction, may both foster the students' perception about the meaningfulness of visualization of group awareness information and promote better collaborative processes as well as enhance better task performance. Forty-seven university students participated in a research study, where one group of 23 students used KnowCat without the awareness console (non-awareness group); the other 24 students used KnowCat with the awareness console (awareness group). Both groups used KnowCat during one semester. Data analysis revealed that the awareness group means were higher than those of the non-awareness group in terms of participation, cognitive and metacognitive learning activities, and task performance. Moreover, students revealed that knowing what, where and how much their classmates were contributing acted as positive feedback by encouraging participation and orienting their own behaviour and their contribution to the collaborative work. In this paper, we claim that the visualization group awareness information in KnowCat, a utility allowing students to visualize and track what, where, how much and how often other participants contributed to the KnowCat knowledge area, had a positive impact on the students' collaborative behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10