Publikationen

Veröffentlichungen aus dem IKARion-Projekt

Analysis of Types, Positioning and Appearance of Visualizations in Online Teaching Environments to Improve Learning Experiences

Juli 2019 | AHFE 

Co
and socially shared regulation of learning is a challenge for groups in diverse
environments
offline and on
line
(Järvelä et al., 2014)
. Specifically, prompting others to do
their share of the work, might be challenging for interpersonal relationships. Thus, addressing
the social psycho
logical dynamics in online learning environments, an
memberre varied to explore whether a
In this paper we investigate different visualizations of learners’ data related to collaborative online learning in terms of suitability and attractiveness to students. Furthermore, we analyze whether positioning and color appearance of these data visualizations might have an effect on learners’ behavior. To that end, we conducted an online study (n = 120) as well as an eye tracking study (n = 20) to compare different types of visualizations. Results show that students prefer classical data visualizations like bar charts. Visualizations placed in the sidebar of a two column web interface get less attention than visualizations in the header of the main content area. Color schemes do not seem to influence the perception of visualizations. We discuss possible explanations and implications for designing data visualizations in learning environments.
 

Brandenburger, J., Constapel, M., Hellbrück, H. & Janneck, M. (2019). Analysis of Types, Positioning and Appearance of Visualizations in Online Teaching Environments to Improve Learning Experiences. In International Conference on Applied Human Factors and Ergonomics (pp. 355-366). Springer, Cham.

impression and
i

Please don’t shoot the messenger! Prompts in online learning groups -influences of nudging messages’ sender and publicness on recipients’ perception and attribution

Juni 2019 | CSCL

Co
and socially shared regulation of learning is a challenge for groups in diverse
environments
offline and on
line
(Järvelä et al., 2014)
. Specifically, prompting others to do
their share of the work, might be challenging for interpersonal relationships. Thus, addressing
the social psycho
logical dynamics in online learning environments, an online experiment was
conducted (
N
= 352). In a 2x(2x)2 between
subjects design the nature of the sender (group
member
/system
), the sender ́s past proficiency (high/low) and publicness (private/public
mes
sage) were varied to explore whether automated mediation can reduce detrimental effects
and enhance impartial message perception, sender impression and causal attribution. Contrasts
by sender and proficiency demonstrate
improved
message perception, sender
impression and
internal
causal attribution when prompt
s
were
sent by the system instead of
average
or low
proficient
fellow student
s
.
Among all groups
,
public nudges indicate
more negative, but also
more persuasive perception,
however
system
public and
private nudges did not differ
Co
and socially shared regulation of learning is a challenge for groups in diverse
environments
offline and on
line
(Järvelä et al., 2014)
. Specifically, prompting others to do
their share of the work, might be challenging for interpersonal relationships. Thus, addressing
the social psycho
logical dynamics in online learning environments, an online experiment was
conducted (
N
= 352). In a 2x(2x)2 between
subjects design the nature of the sender (group
member
/system
), the sender ́s past proficiency (high/low) and publicness (private/public
mes
sage) were varied to explore whether automated mediation can reduce detrimental effects
and enhance impartial message perception, sender impression and causal attribution. Contrasts
by sender and proficiency demonstrate
improved
message perception, sender
impression and
internal
causal attribution when prompt
s
were
sent by the system instead of
average
or low
proficient
fellow student
s
.
Among all groups
,
public nudges indicate
more negative, but also
more persuasive perception,
however
system
public and
private nudges did not differ
Co
and socially shared regulation of learning is a challenge for groups in diverse
environments
offline and on
line
(Järvelä et al., 2014)
. Specifically, prompting others to do
their share of the work, might be challenging for interpersonal relationships. Thus, addressing
the social psycho
logical dynamics in online learning environments, an online experiment was
conducted (
N
= 352). In a 2x(2x)2 between
subjects design the nature of the sender (group
member
/system
), the sender ́s past proficiency (high/low) and publicness (private/public
mes
sage) were varied to explore whether automated mediation can reduce detrimental effects
and enhance impartial message perception, sender impression and causal attribution. Contrasts
by sender and proficiency demonstrate
improved
message perception, sender
impression and
internal
causal attribution when prompt
s
were
sent by the system instead of
average
or low
proficient
fellow student
s
.
Among all groups
,
public nudges indicate
more negative, but also
more persuasive perception,
however
system
public andprivate nudges did not differ
Co
and socially shared regulation of learning is a challenge for groups in diverseance impartial message perception, sender impression and causal attribution. Contrasts
by sender and proficiency demonstrate
improved
message perception, sender
impression and
internal
causal attribution when prompt
s
were
sent by the system instead of
average
or low
proficient
fellow student
s
.
Among all groups
,
public nudges indicate
more negative, but also
more persuasive perception,
however
system
public and
private nudges did not differ
Co- and socially shared regulation of learning is a challenge for groups in diverse environments offline and online (Järvelä et al., 2014). Specifically, prompting others to do their share of the work, might be challenging for interpersonal relationships. Thus, addressing the social psychological dynamics in online learning environments, an online experiment was conducted (N = 352). In a 2x(2x)2 between-subjects design the nature of the sender (group member/system), the sender ́s past proficiency (high/low) and publicness (private/public message) were varied to explore whether automated mediation can reduce detrimental effects and enhance impartial message perception, sender impression and causal attribution. Contrasts by sender and proficiency demonstrate improved message perception, sender impression and internal causal attribution when prompts were sent by the system instead of average or low proficient fellow students. Among all groups, public nudges indicate more negative, but also more ersuasive perception, however system public and private nudges did not differ.
 
Stoyanova, F. & Krämer, N. (2019). Please don’t shoot the messenger! Prompts in online learning groups – Influences of nudging messages‘ sender and publicness on recipients‘ perception and attribution. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (pp. 256-263). Lyon, France: International Society of the Learning Sciences.
improved
message perception, sender
impression and
i

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.

März 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.

Dezember 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.