Group Awareness

Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique

“…Whether seeing the potential for responsive feedback on collaborative processes as a more agentic alternative to upfront scripting (Wise & Schwarz, 2017) or the use of analytics as a way to make scripting more adaptive (Vogel et al, 2021) Here there are also several potential ways for CSCL to make a contribution back to the field of LA more generally. First, while in LA dashboards have been the primary form taken by analytic technologies, CSCL has a long tradition exploring various mediums for generating group awareness (Buder et al, 2021) that can happen integrated into the flow of collaboration, rather than necessitating "stepping out" to take a reflective moment (Ackermann, 1996). Second, while LA has focused more on the creation of tools for teachers, tapping into some of the original ideas related to student agency and autonomy motivating the pursuit of CSCL offer potential to explore the largely uncharted space of student-facing analytics.…”

Implementation and Assessment of a Multipurpose Appraisal-Driven Emotion Awareness Tool Based on Self-Report

“…On the one hand, the universal primacy of face-to-face over computer-mediated interactions has been challenged by several scholars (Baltes et al, 2002;Buder, 2011;Buder, Bodemer, & Ogata, 2021;Derks et al, 2008;Fjermestad, 2004;Stone & Posey, 2008). Even though the absence of para-verbal cues that are usually available in face-to-face interactions may impoverish inter-personal dynamics, endowing computer-mediated learning environment with seamless audio/video connection is not the solution to all problems (ibid.…”

“…On the other hand, information and communication technologies available in computermediated environments allow learners and instructional designers to provide information that is not necessarily available -or at least hard to notice, process or remember -in face-to-face interaction (Buder, 2011;Buder et al, 2021). In other words, rather then reproduce the contextual information available in face-to-face interaction, instructional designer should endow computer-mediated learning environments with content, activities, or technological artifacts that leverage on computational and human-computer interaction principles to improve learning processes and outcomes.…”

“…Group awareness tools (e.g., Buder, 2011;Buder et al, 2021;Engelmann et al, 2009;Janssen & Bodemer, 2013), often shortened in awareness tools, on the other hand, take a different and mainly unstructured perspective. Rather than sequencing specific moments or activities during which awareness is enacted, group awareness tools bestow learners with the responsibility of displaying and monitoring information whenever it is considered appropriate and instrumental to the learning activity (ibid.).…”

“…The configuration of the tool is also intended to play a prominent role in research, since different configurations may be linked to different theoretical or pedagogical objectives. Setting up different instances of the tool may therefore become a type of intervention, whose effects can be traced back to phenomena of interest (Buder, 2011;Buder et al, 2021).…”