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Instructional Support for Collaboration in Desktop Videoconference Settings

How It Can be Achieved and Assessed

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Barriers and Biases in Computer-Mediated Knowledge Communication

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 5))

Abstract

Innovative computer-mediated settings can help to overcome many traditional barriers to knowledge communication and collaborative work. However, successful collaborative learning and task-solving can be a challenge, which is aggravated in the case of complementary expertise of the collaborating partners. To meet these challenges, we propose providing support for computer-mediated collaboration by instructional methods. The goal is to improve the collaborative skills and knowledge of the people jointly working on a task. We outline different instructional approaches using the example of a situation in which experts from different fields are required to jointly solve psychiatric cases communicating via a desktop videoconference. In addition, we discuss assessment methods for evaluating the effects of these approaches on three levels: collaborative process, joint outcome, and individual knowledge. Finally, we summarize an experiment in which instructional support methods were tested by assessing their effects on all three of these levels.

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Authors
  1. Nikol Rummel
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  2. Hans Spada
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Editor information

Editors and Affiliations

  1. University of Münster, Germany

    Rainer Bromme

  2. University of Tübingen, Germany

    Friedrich W. Hesse

  3. University of Freiburg, Germany

    Hans Spada

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Rummel, N., Spada, H. (2005). Instructional Support for Collaboration in Desktop Videoconference Settings. In: Bromme, R., Hesse, F.W., Spada, H. (eds) Barriers and Biases in Computer-Mediated Knowledge Communication. Computer-Supported Collaborative Learning Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24319-4_4

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