Analyzing and supporting collaboration in cooperative computer-mediated communication

Computer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning 2005, CSCL 2005

Volumn , Issue , 2005, Pages 758-767

  Zumbach, Jörg ^a   Schönemann, Jochen ^a   Reimann, Peter ^b  

^a UNIVERSITY OF HEIDELBERG   (Germany)

^b UNIVERSITY OF SYDNEY   (Australia)

Author keywords

Cooperative learning; Feedback research; Problem based learning

Indexed keywords

COOPERATIVE COMMUNICATION; DISTRIBUTED COMPUTER SYSTEMS; SCAFFOLDS;

COLLABORATION ENVIRONMENTS; COLLABORATIVE BEHAVIOR; COMPUTER MEDIATED COMMUNICATION; COOPERATIVE LEARNING; DISTRIBUTED LEARNING; FEEDBACK RESEARCHES; PROBLEM BASED LEARNING; TWO-FACTORIAL DESIGNS;

E-LEARNING;

EID: 84858418309     PISSN: None     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.3115/1149293.1149393     Document Type: Conference Paper

References (36)

1. Aronson, E. (1984). Förderung von Schulleistung, Selbstwert und prosozialem Verhalten: Die Jigsaw-Methode [Enhancement of performance in school, self value and pro social behavior: The Jigsaw method]. In G. L Huber, S. Rotering-Steinberg und D. Wahl (Hrsg.). Kooperatives Lernen [cooperative learning] (pp. 48-59). Weinheim: Beltz-Verlag.
2. Barron, B., Martin, C., Roberts, W., Osipovich, A. and Ross, M. (2002). Assisting and assessing the development of technological fluencies: Insights from a project-based approach to teaching computer science. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 668-669). Hillsdale, N.Y.: Erlbaum.
3. Barron, B., and Sears, D. (2002). Advancing understanding of learning in interaction: How ways of participating can influence joint performance and individual learning. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 593-594). Hillsdale, N.Y.: Erlbaum.
4. Barros, B., and Verdejo, M. F. (1999). An approach to analyse collaboration when shared structured workspaces are used for carrying out group learning processes. In S. P. Lajoie and M. Vivet (Eds.), Artificial Intelligence in Education: Open Learning Environments (pp. 449-456). Amsterdam: IOS Press.
5. Barros, B., and Verdejo, M. F. (2000). Analysing student interaction processes in order to improve collaboration. The DEGREE approach. International Journal of Artificial Intelligence in Education, 11, 221-241.
6. Barrows, H. S. (1985). How to Design a Problem-based Curriculum for the Preclinical Years. New York:- Springer.
7. Buckingham Shum, S. (1997). Balancing Formality with Informality: User Centred Requirements for Knowledge Management Technologies. AAAI Spring Symposium (Mar. 24-26, 1997), Stanford University, Palo Alto, CA. AAAI Press.
8. Clark, H. H. (1996). Using language. Cambridge: University Press.
9. Conklin, E. J. (1993). Capturing organizational memory. Groupware and computer-supported cooperative work. R. M. Baecker. San Francisco, Morgan Kaufman: 561-565.
10. Donath, J., Karahalios, K., and Vigas, F. (1999). Visualizing conversation. Journal of computer-mediated communication, 4(4), Online Version: http://jcmc.huji.ac.il/vol4/issue4/donath.html.
11. Hermann, F., Rummel, N., and Spada, H. (2001). Solving the case together: The challenge of net-based interdisciplinary collaboration. In P. Dillenbourg, A. Eurelings, and K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. Proceedings of the European conference on computer-supported collaborative learning (pp. 293-300). Maastricht, NL: McLuhan Institute.
12. Johnson, D. W., and Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 1017-1044). New York: Macmillan.
13. Kneser, C., Fehse, E., and Hermann F. (2000). Kooperatives Lernen auf der Grundlage komplementären Vorwissens: ein Experiment und eine Simulationsstudie [Collaborative Learning on the Basis of Complementary Knowledge: An Experiment and a Simulation Study]. Kognitionswissenschaft, 9, 17-31.
14. Komis, V., Avouris, N., and Fidas, C. (2003). A study on heterogeneity during real time collaborative problem solving. In B. Wasson, S. Ludvigsen, and H.-U. Hoppe (Eds.), Designing for Change in Networked Learning Environments (pp. 411-420). Dordrecht: Kluwer.
15. Lancaster, C. J., Bradley, E., Smith, I. K., Chessman, A., Stroup-Benham, C. A., and Camp, M. G. (1997). The effect of PBL on students' perceptions of learning environment. Academic Medicine, 72, 10, Suppl. 1, 10-12.
16. Marshall, R. E. (1978). Measuring the medical school learning environment. Journal of Medical Education, 53, 98-104.
17. McGrath, J. E. (1991). Time, Interaction, and Performance (TIP). A theory of groups. Small Group Research, 22, 2, 147-174.
18. McGrath, J. E., and Hollingshead, A. B. (1994). Groups interacting with technology. Thousand Oaks, CA: Sage.
19. Mühlenbrock, M. (2001). Action-based Collaboration Analysis for Group Learning. Amsterdam: IOS Press.
20. Mühlenbrock, M., and Hoppe, U. (1999). Computer supported interaction analysis of group problem solving. In C. Hoadley and J. Roschelle (Eds.), Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL-99) (pp. 398-405). Mahwah, NJ: Erlbaum.
21. Palinscar, A. S., and Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehensionmonitoring activities. Cognition and Instruction, 1, 117-175.
22. Pfister, R., and Mühlpfordt, M. (2002). Supporting Discourse in a Synchronous Learning Environment: The Learning Protocol Approach. In G. Stahl (Ed.), Computer Support for collaborative learning: Foundations for a CSCL community (pp. 581-582). Hillsdale, N.J.: Erlbaum.
23. Reimann, P. (2003). How to support groups in learning: More than problem solving. In V. Aleven, et al. (Ed.), Artificial Intelligence in Education (AIED 2003). Supplementary Proceedings (pp. 3-16). Sydney: University of Sydney.
24. Reinmann-Rothmeier, G., andMandl, H. (1999). Teamlüge oder Individualisierungsfalle? Eine Analyse kollaborativen Lernens und dessen Bedeutung für die Förderung von Lernprozessen in virtuellen Gruppen [Team lie or individualization trap? An analysis of collaborative learning and its meaning for the promotion of learning processes in virtual groups] (Forschungsbericht Nr. 115). München: Ludwig-Maximilians-Universität, Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie.
25. Reiser, B. (2002). Why Scaffolding Should Sometimes Makes Tasks More Difficult for Learners. In G. Stahl (Ed.), Computer Support for collaborative learning: Foundations for a CSCL community (pp. 255-264). Hillsdale, N.J.: Erlbaum.
26. Reiserer, M., Ertl, B., and Mandl, H. (2002). Fostering Collaborative Knowledge Construction in Desktop Videconferencing. Effects of Content Schemes and Cooperation Scripts in Peer-Teaching Settings. In G. Stahl (Ed.), Computer Support for collaborative learning: Foundations for a CSCL community (pp. 379-388). Boulder, CO: Lawrence Erlbaum Associates.
27. Rummel, N., Spada, H., Hermann, F., Caspar, F., and Schornstein, K. (2002). Promoting the coordination of computer-mediated interdisciplinary collaboration. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 558-560). Hillsdale, N.Y.: Erlbaum.
28. Soller, A. (2004). Computational modelling and analysis of knowledge sharing in collaborative distance learning. User modeling and user-adapted interaction: The journal of personalisation research.
29. Soller, A., and Lesgold, A. (1999). Analyzing Peer Dialogue from an Active Learning Perspective [Internet]. Retrieved October 30, 2004, from http://sra.itc.it/people/soller/documents/Soller-Lesgold-AI-EDWorkshop.pdf.
30. Soller, A., and Lesgold, A. (2000). Knowledge acquisition for adaptive collaborative learning environments. In American Association for Artificial Intelligence, Proceedings of the AAAI Fall Symposium: Learning How to Do Things (pp. 57-64). Cambridge: MIT Press.
31. Soller, A., Jermann, P., Muehlebrock, M., and Mones, A. M. (2003). From mirroring to guiding: a review of the state of the art technologyy for supporting collaborative learning. International Journal of Artificial Intelligence in Education.
32. Welch, M., and Tulbert, B. (2000). Practitioners- perspectives of collaboration: A social validation and factor analysis. Journal of Educational and Psychological Consultation, 11, 3-4, 357-378. (Pubitemid 33207556)
33. Zumbach, J., Hillers, A., and Reimann, P. (2003). Supporting Distributed Problem-Based Learning: The Use of Feedback in Online Learning. In T. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 86-103). Hershey, PA: Idea.
34. Zumbach, J., Mühlenbrock, M., Jansen, M., Reimann, P., and Hoppe, H.-U. (2002). Multidimensional tracking in virtual learning teams. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 650-651). Hillsdale, N.Y.: Erlbaum.
35. Zumbach, J., and Reimann, P. (2002). Enhancing learning from hypertext by inducing a goal orientation: comparing different approaches. Instructional Science, 30, 243-267. (Pubitemid 37132899)
36. Zumbach, J., and Reimann, P. (2003). Influence of feedback on distributed problem based learning. In B. Wasson, S. Ludvigsen, and H.-U. Hoppe (Eds.), Designing for Change in Networked Learning Environments (pp. 219-228). Dordrecht: Kluwer.