The impact of goal focus, task type and group size on synchronous net‐based collaborative learning discourses

Pfister, Hans‐Rüdiger; Oehl, Michael

doi:10.1111/j.1365-2729.2008.00287.x

Cited by 32 publications

(13 citation statements)

References 47 publications

(96 reference statements)

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“…Social situations, not surprisingly, are saturated with emotional experiences (Ward and Marsden, 2004;Ferdig and Mishra, 2004;von Scheve and von Luede, 2005), causing feelings such as anger, shame, and contempt. This applies to the situation of an individual user interacting with a computer in isolation, but might be even more relevant when several individuals communicate or collaborate simultaneously via computers in social networks or virtual groups (Bridsall, 2007;Pfister and Oehl, 2009;Pfister et al, 2003). Third, the computer might even be able to recognize the feelings of the user.…”

Section: Affect In Hci and Usability Researchmentioning

confidence: 95%

Affective responses to system messages in human–computer-interaction: Effects of modality and message type

Pfister

Wollstädter

Peter

2011

Interacting with Computers

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a b s t r a c tAffective responses of users to system messages in human-computer interaction are a key to study user satisfaction. However, little is known about the particular affective patterns elicited by various types of system messages. In this experimental study we examined if and how different system messages, presented in different modalities, influence users' affective responses. Three types of messages, input requests, status notifications, and error messages, were presented either as text or speech, and either alone or in combination with icons or sounds, while users worked on several typical computer tasks. Affective responses following system messages were assessed employing a multi-modal approach, using subjective rating scales as well as physiological measures. Results show that affective responses vary systematically depending on the type of message, and that spoken messages generally elicit more positive affect than written messages. Implications on how to enhance user satisfaction by appropriate message design are discussed.

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Section: Affect In Hci and Usability Researchmentioning

confidence: 95%

Affective responses to system messages in human–computer-interaction: Effects of modality and message type

Pfister

Wollstädter

Peter

2011

Interacting with Computers

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“…Roles can be classified based on different perspectives, such as functional versus cognitive roles (Palincsar & Herrenkohl, 2002;, product versus process roles (Strijbos & De Laat, 2010), and other dimensions, such as group size and efforts invested by the different roles (Pfister & Oehl 2009, Strijbos & Weinberger, 2010.…”

Section: Roles In Participative Stancementioning

confidence: 99%

Designing a role structure to engage students in computer-supported collaborative learning

Gu¹,

Shao²,

Guo³

et al. 2015

The Internet and Higher Education

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“…In CSCL it is widely acknowledged that the spontaneous collaboration Emerging and scripted roles in CSCL 7 7 through standard CSCL software does not necessarily lead learners to play the functional and complementing roles that foster group discussion, knowledge sharing and argumentation (Jermann, Soller, & Lesgold, 2004;Pfister & Oehl, 2009). Scripts specify and externalise the roles expected from the learners before or during collaboration.…”

Section: The Scripted Roles Perspectivementioning

confidence: 99%

Emerging and scripted roles in computer-supported collaborative learning

Strijbos

Weinberger

2010

Computers in Human Behavior

100

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Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners' advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the 'typist' and another being the 'thinker'. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners.Keywords: roles, scripted roles, emerging roles, collaborative learning, CSCL Emerging and scripted roles in CSCL 4 4Emerging and scripted roles in computer-supported collaborative learning Computer-Supported Collaborative Learning (CSCL) is becoming more and more popular at all educational levels; and especially in higher education (Strijbos, Kirschner, & Martens, 2004). Through use of different tools for constructing, representing, and mediating arguments between peers, CSCL can facilitate learners to elaborate their knowledge in peer discussions and acquire multiple perspectives on a topic (Andriessen, Baker, & Suthers, 2003;. CSCL environments provide the opportunity for a shift in the traditional roles of teachers and learners in classroom instruction, in favour of knowledge building communities in which students assume more control over their learning processes. In Knowledge Forum, for instance, learners play the roles of scientists by constructing scientific arguments, examining various problem solutions, contributing the solutions to a communal database, and accessing, reviewing, and operating on contributions of their peers (Scardamalia & Bereiter, 1996). CSCL was regarded to foster equal participation (Dubrovsky, Kiesler, & Sethna, 1991) and to facilitate advanced principles of learning and instruction disclosing new roles for learners (Koschmann, Myers, Feltovich, & Barrows, 1994). Evidence has been gathered supporting the view that CSCL can facilitate learning -especially when some form of instructional support or structure is introduced that defines the roles and activities learners are supposed to engage in (Fischer, Kollar, Haake, & Mandl, 2007;Järvelä, Häkkinen, Arvaja, & Leinonen, 2004;Kirschner & Kreijns, 2005;Schellens & Valcke, 2006;Strijbos, De Laat, Martens, & Jochems, 2005). Perspectives on roles in CSCL researchThe role concept has had a major influence on our understanding of how people interact, the expectations they have towards each other, and their functions in a group or community (Biddle, 1986). Roles can be defined as more or less stated functions or responsibilities that Emerging and scripted roles in CSCL 5 5 guide individual behaviour and regulate group interaction (Hare, 1994). ...

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The impact of goal focus, task type and group size on synchronous net‐based collaborative learning discourses

Cited by 32 publications

References 47 publications

Affective responses to system messages in human–computer-interaction: Effects of modality and message type

Affective responses to system messages in human–computer-interaction: Effects of modality and message type

Designing a role structure to engage students in computer-supported collaborative learning

Emerging and scripted roles in computer-supported collaborative learning

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