Publikationen

Veröffentlichungen aus dem IKARion-Projekt

Implicit guidance, explicit guidance, or both? Examining the differential effects of collaboration prompts and group awareness tools on students’ regulation of online collaboration.

Juni 2019 | CSCL

During collaborative learning in computer-mediated settings, students face challenges such as unequal participation or delayed feedback on contributions. These challenges decrease the effectiveness of the collaboration and potentially lead to frustration. Regulation in terms of these challenges can be facilitated by providing students with support. In an experimental field study, I investigate if students benefit more from explicit guidance (i.e., adaptive prompts), implicit guidance (i.e., a group awareness tool), or from the combination of both.

Strauß, S. (2019, June). Implicit guidance, explicit guidance, or both? Examining the differential effects of collaboration prompts and group awareness tools on students’ regulation of online collaboration. Paper to be presented at the Doctorial Consortium of the 13th International Conference on Computer Supported Collaborative Learning (CSCL), Lyon, France.

Using Sequence Analysis to Characterize the Efficiency of Small Groups in Large Online Courses.

11.03.2019 | LAK 2019

Establishing small learning groups in online courses is a possible way to foster collaborative knowledge building in an engaging and effective learning community. To enable group activities it is not enough to design collaborative tasks and to provide collaboration tools for online scenarios. Collaboration in such learning groups is prone to fail or even not to be initiated without explicit guidance. In the target situations, interventions and guiding mechanisms have to scale with a growing number of course participants. To achieve this under privacy constraints, we aim at identifying target indicators for well-functioning group work that do not rely on any kind of information about individual learners.

Hecking, T., Doberstein, D., Hoppe, H.U. (2019). Predicting the Well-functioning of Learning Groups under Privacy Restrictions. In 9th Conference on Learning Analytics and Knowledge (LAK 2019), 4-8 March 2019, Tempe, Arizona, (in press).

Konkrete Handlungsanweisungen oder Informationen zum aktuellen Zustand der Kooperation: Welche Form der Unterstützung braucht Kleingruppenarbeit in der online-gestützten Hochschullehre?

Februar 2019 | GEBF

Der Beitrag betrachtet die Förderung kooperativen Online-Lernens durch eine Kombination von impliziter Unterstützung (Group Awareness Tool) und expliziter Unterstützung (Prompts) in einem Feldexperiment. Diese Unterstützungsmaßnahmen sollen Gruppen während der Regulation angesichts typischer Herausforderungen in Online-Settings unterstützen. Realisiert werden diese Unterstützungsmaßnamen durch Learning Analytics und ein Expertensystem.

Strauß, S. & Rummel, N. (2019, February). Konkrete Handlungsanweisungen oder Informationen zum aktuellen Zustand der Kooperation: Welche Form der Unterstützung braucht Kleingruppenarbeit in der online-gestützten Hochschullehre? In H. Bellhäuser (Chair), Kooperatives Lernen in der online-gestützten Hochschullehre: Interventionen zur Verbesserung von Gruppenformation, Wissens-ko-konstruktion und Group Awareness. Symposium conducted at the 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln, Germany.

Using Sequence Analysis to Characterize the Efficiency of Small Groups in Large Online Courses.

01.12.2018 | ICCE 2018

Small group collaboration can enrich the learning experience in large online courses in the interactional and social dimensions. The experience underlying this study stems from an inter-university online course with collaborative writing as a group task. Here, coordination between group members was supported through a discussion forum and collaborative writing was facilitated through a shared web-based editor. Actions in the forum and in the writing tool were categorized as coordination, monitoring, minor/major contribution. Pair-wise similarities between the corresponding action sequences were captured in a similarity matrix, which formed the basis for a cluster analysis. The clusters show specific patterns especially regarding the distribution of inactivity and coordination. Our findings show that inactivity can be counterbalanced by early coordination without rendering a group dysfunctional.

Doberstein, D., Hecking, T., Hoppe, H.U. (2018). Using Sequence Analysis to Characterize the Efficiency of Small Groups in Large Online Courses. In Yang, J. C. et al. (Eds.) (2018). Proceedings of the 26th International Conference on Computers in Education. Philippines: Asia-Pacific Society for Computers in Education (ICCE 2018), 26 November–30 November, Metro Manila, Philippines (pp.247–256).

26.10.2018 | Tagungsband GeNeMe 2018

Welche Visualisierungsformen sind geeignet für die Rückspiegelung von Learning-Analytics-Ergebnissen in Online-Lernumgebungen? Attraktive Visualisierungsformen für Studierende/ehemalige Studierende in Online-Lernumgebungen konnten mittels einer Online-Studie (n=120) identifiziert werden.

Brandenburger & Janneck (2018). Attraktivität von Visualisierungsformen in Online-Lernumgebungen. In Köhler, T., Schoop, E., Kahnwald, N. (Hrsg.): Gemeinschaften in neuen Medien, TUD Press, S. 249-260.

Developing a Library of Typical Problems During Collaborative Learning in Online Courses

02.06.2018 |13th International Conference of the Learning Sciences (ICLS) 2018

In this work-in-progress paper, we describe the development of a library of typical problems that may occur during online collaboration in asynchronous, text-based online settings. The library covers the following aspects of collaboration: communication, joint information processing, coordination, and reciprocal interaction. The library was generated in a process by combining a top-down literature search and a bottom-up identification of typical problems in existing collaboration data. The library will be used as a basis for developing intelligent support for student collaboration in online courses.

Strauß, S., Rummel, N., Stoyanova, F., & Krämer, N. (2018). Developing a library of typical problems for collaborative learning in online courses. In J. Kay & R. Luckin (Eds.) (2018), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 1045-1048). London, UK: International Society of the Learning Sciences.

14.11.2017 | www.e-teaching.org

Im neuen Beitrag zum Themenspecial „Was macht Lernen mit digitalen Medien erfolgreich?“ wird auf grundlegende Voraussetzungen für die technologiebasierte, intelligente Unterstützung von Kleingruppenarbeit in der Online-Lehre eingegangen und vom BMBF-geförderten Forschungsprojekt „IKARion“ berichtet.