Incidence of group awareness information on students' collaborative learning processes
MetadataShow full item record
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.
Is part ofJournal of Computer Assisted Learning, 2014, vol. 30, num. 4, p. 300-317
European research projects
Showing items related by title, author, creator and subject.
Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance Pifarré Turmo, Manoli; Argelagós Castañ, Esther (MDPI, 2020-09-24)This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education. This research paper is based on a longitudinal study to find out how long-term embedded ...
Argelagós Castañ, Esther; Pifarré Turmo, Manoli (Elsevier, 2012)This empirical study consists in an investigation of the effects, on the development of Information Problem Solving (IPS) skills, of a long-term embedded, structured and supported instruction in Secondary Education. Forty ...
Pifarré Turmo, Manoli; Guijosa Guzmán, Alejandro; Argelagós Castañ, Esther (SAGE Publications, 2013)Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This paper explores how blogs may be used to support Secondary Education students’ collaborative interaction and ...