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Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools
ARTICLE

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Educational Psychologist Volume 48, Number 1, ISSN 0046-1520

Abstract

Traditionally, research on awareness during online collaboration focused on topics such as the effects of spatial information about group members' activities on the collaborative process. When the concept of awareness was introduced to computer-supported collaborative learning, this focus shifted to cognitive group awareness (e.g., information about group members' knowledge and expertise) and social group awareness (e.g., information about group members' contributions to the group process). In this article, we show how both cognitive and social group awareness affect coordination of collaborative activities in the “content” (e.g., cognitive learning activities) and “relational” space (e.g., maintaining a positive group climate) of collaboration. Furthermore, we describe how cognitive and social group awareness tools (i.e., tools designed to enhance cognitive or social group awareness) may help learners coordinate their activities in both spaces. We present a conceptual framework that shows how group awareness affects coordination in both dialogical spaces and the effectiveness of collaboration. (Contains 2 tables and 1 figure.)

Citation

Janssen, J. & Bodemer, D. (2013). Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools. Educational Psychologist, 48(1), 40-55. Retrieved January 22, 2019 from .

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Cited By

  1. Student’s Evaluations of group process via a Group Awareness Tool

    Kyungbin Kwon, Indiana University Bloomington, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 440–445

  2. Pedagogy for the Connected Science Classroom: Computer Supported Collaborative Science and the Next Generation Science Standards

    Brian J. Foley & John M. Reveles, California State University, Northridge, United States

    Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 401–418

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