Incidence of group awareness information on students' collaborative learning processes.
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 informat...
| Publicado en: | Journal of Computer Assisted Learning Vol. 30; no. 4; pp. 300 - 318 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
2014 Aug
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107867905&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107867905 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: 2014 Aug vid: 30 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107867905 107867905 2012661796 10.1111/jcal.12043 107867905 ppf: 300 ppct: 18 formats: tig: atl: Incidence of group awareness information on students' collaborative learning processes. aug: au: Pifarré, M. Cobos, R. Argelagós, E. affil: Faculty of Education, Universitat de Lleida, Lleida, Spain sug: subj: Learning Methods Evaluation Collaboration Knowledge Management Methods Group Processes Computer-Assisted Instruction Human Students, College Descriptive Statistics Spain Mann-Whitney U Test Questionnaires Summated Rating Scaling Student Attitudes Scales Funding Source Cognition Feedback ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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