One for all and all for one - towards a framework for collaboration support systems

Siemon, Dominik; Becker, Felix; Eckardt, Linda; Robra-Bissantz, Susanne

doi:10.1007/s10639-017-9651-9

Cited by 38 publications

(27 citation statements)

References 111 publications

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“…Taking into account research on computer-supported collaborative learning and information seekers’ critical reflection about sourcing strategies in online information, there is a crucial need for information seekers to critically question the sourcing of online information and to argue not only about the relevance of information but also about the sourcing of online information. Hence, technologies aimed at supporting collaborative information seeking would benefit immensely from adding functions that allow for mutual discussions (e.g., Siemon et al 2019 ). Because users’ and designers’ understanding of the relevance of collaborative argumentation may increase the likelihood that they will communicate about the searching and learning processes (rather than just the information they find), future research should address whether information seekers who reflect on their searching strategies – including how they consider specific aspects of their online information seeking (e.g., awareness of algorithms-generated content, of the competence of people who provide information, or of the usability of media) – are more successful in their online information seeking.…”

Section: Discussionmentioning

confidence: 99%

“…To transfer and adjust our knowledge about the benefits of collaborative learning to the specific field of seeking online information, we would need to take a deeper look at the conceptualizations and mechanisms involved in collaborative learning. In this regard, it seems promising to start with further clarification of what collaboration in learning means in contrast to cooperation (Baker 2015 ; Siemon et al 2019 ), terms that are often used interchangeably but do not mean the same thing, and in the context of seeking online information, have different educational implications. Following the initial definition by Roschelle and Teasley ( 1995 ), collaboration always addresses “the mutual engagement of participants in a coordinated effort to solve a problem together” (p.70), thereby focusing on the processes of group members or learners working together.…”

Section: Cooperation and Collaboration In Seeking Online Informationmentioning

confidence: 99%

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A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

Mayweg-Paus

Zimmermann

et al. 2020

Educ Inf Technol

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In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online information. This review outlines technologies that aim to support users when they collaboratively seek online information. Upon integrating psychological–pedagogical approaches on trust in and the sourcing of online information, argumentation, and computer-supported collaborative learning, we reviewed the literature (N = 95 journal articles) on technologies for collaborative online information seeking. The technologies we identified either addressed collaborative online information seeking as an exclusive process for searching for online information or, alternatively, addressed online information seeking within the context of a more complex learning process. Our review was driven by three main research questions: We aimed to understand whether and how the studies considered 1) the role of trust and critical questioning in the sourcing of online information, 2) the learning processes at play when information seekers engage in collaborative argumentation, and 3) what affordances are offered by technologies that support users’ collaborative seeking of online information. The reviewed articles that focused exclusively on technologies for seeking online information primarily addressed aspects of cooperation (e.g., task management), whereas articles that focused on technologies for integrating the processes of information seeking into the entire learning processes instead highlighted aspects of collaborative argumentation (e.g., exchange of multiple perspectives and critical questioning in argumentation). Seven of the articles referred to trust as an aspect of seekers’ sourcing strategies. We emphasize how researchers’, users’, and technology developers’ consideration of collaborative argumentation could expand the benefits of technological support for seeking online information.

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Section: Discussionmentioning

confidence: 99%

Section: Cooperation and Collaboration In Seeking Online Informationmentioning

confidence: 99%

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

Mayweg-Paus

Zimmermann

et al. 2020

Educ Inf Technol

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“…Diese zwei Formen der Zusammenarbeit beruhen aber beide darauf, dass Lernende sowohl innerhalb einer Gruppe als auch zwischen mehreren Lerngruppen miteinander interagieren und kommunizieren (Siemon et al. 2017 ).…”

Section: Kollaboratives Und Agiles Digitales Lernenunclassified

AC:DC – Agiles und kollaboratives digitales Klassenzimmer

Grogorick

Lamprecht

2021

HMD

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ZusammenfassungDie Möglichkeiten zur Gestaltung digitaler Lehr- und Lernkonzepte sind vielfältig und mit verschiedenen Potenzialen verbunden. Trotz zahlreicher Bestrebungen digitale Bildungsangebote vermehrt an Hochschulen, Schulen und im Arbeitskontext zu etablieren, hat erst die rasante Ausbreitung von Covid-19 zu einem weitrechenden Umdenken geführt. In diesem Beitrag wird daher das Konzept AC:DC zum digitalen, agilen und kollaborativen Lernen vorgestellt, welches im Sommersemester 2020 erstmals in einer Mastervorlesung eingesetzt wurde. Die Evaluation der Lehrveranstaltung hat überwiegend positive Resultate gezeigt, vor allem in Hinblick auf den erreichten Lernerfolg.

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“…First, long-living groups have had more time to attract members who participate in the group and bring in new knowledge. Second, because online collaboration enables asynchronous interaction, there is simply more opportunity and available time for others to respond to already existing messages (Siemon et al, 2019).…”

Section: Group Duration and Knowledge Expansionmentioning

confidence: 99%

Expanding organisational knowledge online: the role of bridging members in knowledge expansion in online groups

2020

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One for all and all for one - towards a framework for collaboration support systems

Cited by 38 publications

References 111 publications

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation

AC:DC – Agiles und kollaboratives digitales Klassenzimmer

Expanding organisational knowledge online: the role of bridging members in knowledge expansion in online groups

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