CYTED-RITOS International Workshop on Groupware

CRIWG 2015: Collaboration and Technology pp 95-110 | Cite as

A Behaviour Awareness Mechanism to Support Collaborative Learning

  • Esunly Medina
  • Roc Meseguer
  • Sergio F. Ochoa
  • Humberto Medina
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9334)

Abstract

Awareness has been identified as a key element that affects the quality of collaboration. Several studies indicate that awareness mechanisms to support collaborative learning activities should include factors and stimuli from the students’ context and social interactions. This contributes to enhance the collaboration process and the learning experience of the students. This paper proposes a behaviour awareness mechanism to support collaborative learning in undergraduate learning scenarios. This mechanism has been designed to provide personal and social awareness to students about both, their own and their peers learning behaviour. Moreover, this mechanism encourages reflection and promotes social interactions among students in order to improve the effectiveness of collaborative learning. The article also describes and evaluates a prototype of the proposed mechanism and its implementation in a collaborative mobile learning application, using a case study. The preliminary results show that this proposal helps promote collaborative learning in undergraduate learning contexts.

Keywords

Collaboration awareness Reflective learning Collaborative learning Visual feedback 

Notes

Acknowledgements

This work has also been partially supported by Fondecyt (Chile), grants: 1150252; by the Spanish Ministry of Science and Innovation (MCI) and FEDER funds of the EU under the contracts TIN2013-47245-C2-1-R, by the Community Networks Testbed for the Future Internet (CONFINE), Large-scale Integrating Project: FP7-288535, and also by the Generalitat de Catalunya as a Consolidated Research Group 2014-SGR-881.

References

  1. 1.
    Gress, C.L., Fior, M., Hadwin, A.F., Winne, P.H.: Measurement and assessment in computer-supported collaborative learning. Comput. Hum. Behav. 26(5), 806–814 (2010)CrossRefGoogle Scholar
  2. 2.
    Strijbos, J.W.: Assessment of (computer-supported) collaborative learning. Learn. Technol. IEEE Trans. 4(1), 59–73 (2011)CrossRefGoogle Scholar
  3. 3.
    Fransen, J., Kirschner, P.A., Erkens, G.: Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Comput. Hum. Behav. 27(3), 1103–1113 (2011)CrossRefGoogle Scholar
  4. 4.
    Kwon, K., Hong, R.Y., Laffey, J.M.: The educational impact of metacognitive group coordination in computer-supported collaborative learning. Comput. Hum. Behav. 29(4), 1271–1281 (2013)CrossRefGoogle Scholar
  5. 5.
    Kreijns, K., Kirschner, P.A., Jochems, W.: Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Comput. Hum. Behav. 19(3), 335–353 (2003)CrossRefGoogle Scholar
  6. 6.
    Antunes, P., Herskovic, V., Ochoa, S.F., Pino, J.A.: Reviewing the quality of awareness support in collaborative applications. J. Syst. Softw. 89, 146–169 (2014)CrossRefGoogle Scholar
  7. 7.
    Wu, K., Vassileva, J., Sun, X., Fang, J.: Motivating wiki-based collaborative learning by increasing awareness of task conflict: a design science approach. In: Baloian, N., Burstein, F., Ogata, H., Santoro, F., Zurita, G. (eds.) CRIWG 2014. LNCS, vol. 8658, pp. 365–380. Springer, Heidelberg (2014)Google Scholar
  8. 8.
    Schneider, J., Börner, D., van Rosmalen, P., Specht, M.: Augmenting the senses: a review on sensor-based learning support. Sensors 15(2), 4097–4133 (2015)CrossRefGoogle Scholar
  9. 9.
    Phielix, C., Prins, F.J., Kirschner, P.A., Erkens, G., Jaspers, J.: Group awareness of social and cognitive performance in a CSCL environment: effects of a peer feedback and reflection tool. Comput. Hum. Behav. 27(3), 1087–1102 (2011)CrossRefGoogle Scholar
  10. 10.
    Nicol, D.J., Macfarlane-Dick, D.: Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud. High. Educ. 31(2), 199–218 (2006)CrossRefGoogle Scholar
  11. 11.
    Buder, J.: Group awareness tools for learning: Current and future directions. Comput. Hum. Behav. 27(3), 1114–1117 (2011)CrossRefGoogle Scholar
  12. 12.
    Bodemer, D., Dehler, J.: Group awareness in CSCL environments. Comput. Hum. Behav. 27(3), 1043–1045 (2011)CrossRefGoogle Scholar
  13. 13.
    Wang, Q.: Design and evaluation of a collaborative learning environment. Comput. Educ. 53(4), 1138–1146 (2009)CrossRefGoogle Scholar
  14. 14.
    Meier, A., Spada, H., Rummel, N.: A rating scheme for assessing the quality of computer-supported collaboration processes. Int. J. Comput. Support. Collaborative Learn. 2(1), 63–86 (2007)CrossRefGoogle Scholar
  15. 15.
    Chounta, I.-A., Hecking, T., Hoppe, H.U., Avouris, N.: Two make a network: using graphs to assess the quality of collaboration of dyads. In: Baloian, N., Burstein, F., Ogata, H., Santoro, F., Zurita, G. (eds.) CRIWG 2014. LNCS, vol. 8658, pp. 53–66. Springer, Heidelberg (2014)Google Scholar
  16. 16.
    Kahrimanis, G., Meier, A., Chounta, I.-A., Voyiatzaki, E., Spada, H., Rummel, N., Avouris, N.: Assessing collaboration quality in synchronous CSCL problem-solving activities: adaptation and empirical evaluation of a rating scheme. In: Cress, U., Dimitrova, V., Specht, M. (eds.) EC-TEL 2009. LNCS, vol. 5794, pp. 267–272. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  17. 17.
    Lin, C., Standing, C., Liu, Y.C.: A model to develop effective virtual teams. Decis. Support Syst. 45(4), 1031–1045 (2008)CrossRefGoogle Scholar
  18. 18.
    Buja, A., Swayne, D.F., Littman, M.L., Dean, N., Hofmann, H., Chen, L.: Data visualization with multidimensional scaling. J. Comput. Graph. Stat. 17(2), 444–472 (2008)MathSciNetCrossRefGoogle Scholar
  19. 19.
    Hardy, M.: Pareto’s law. Math. Intelligencer 32(3), 38–43 (2010)MATHMathSciNetCrossRefGoogle Scholar
  20. 20.
    Karlin, B., Ford, R.: The usability perception scale (UPscale): a measure for evaluating feedback displays. In: Marcus, A., (ed.) Design, User Experience, and Usability. Design Philosophy, Methods, and Tools. LNCS, vol. 8012, pp. 312–321. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  21. 21.
    Lewis, J.R.: Psychometric evaluation of the PSSUQ using data from five years of usability studies. Int. J. Hum. Comput. Interact. 14(3–4), 463–488 (2002)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Esunly Medina
    • 1
  • Roc Meseguer
    • 1
  • Sergio F. Ochoa
    • 2
  • Humberto Medina
    • 3
  1. 1.Department of Computer ArchitectureUniversitat Politècnica de CatalunyaBarcelonaSpain
  2. 2.Computer Science DepartmentUniversidad de ChileSantiagoChile
  3. 3.Department of Aerospace, Electrical and Electronic EngineeringCoventry UniversityCoventryUK

Personalised recommendations