You are here:

Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools


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


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.)


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 .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact