Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen in: Education and Information Technologies 1/2009

01.03.2009

Intertwining synchronous and asynchronous communication to support collaborative learning—system design and evaluation

Erschienen in: Education and Information Technologies | Ausgabe 1/2009

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This paper presents the design and evaluation of the CSCL-system KOLUMBUS 2 that integrates synchronous and asynchronous communication support and the joint work on material. The design is theory driven and is based on characteristics of collaborative learning, context-oriented communication theory and media synchronicity theory. The description of the design of the system follows a model that shows the interweavement of asynchronous and synchronous functionalities. The evaluation showed mixed acceptance: concerning the interweavement a successful technical solution with limitations in its usage was found. The technical functionalities were widely used but the usage also reveals potentials for improvements. Based on the description of the study and its results the paper ends with proposals for these improvements of the integration as well as for the redesign of the functionalities.
Vorheriger Artikel The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading
Nächster Artikel Experiences of learning and satisfaction with teaching of basic courses of ergonomics over Internet—the Ergonetti program

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Armitt, G., Slack, F., Green, S., & Beer, M. (2002). The development of deep learning during a synchronous collaborative on-line course. In Proceedings of CSCL 2002. Edited by G. Stahl. Boulder, January, pp. 151–159.
Arnseth, H.-Chr., & Ludvigsen, S. (2006). Approaching institutional contexts: systemic versus dialogic research in CSCL. International Journal on Computer Supported Collaborative Learning, 1(2), 167–185.CrossRef
Bernheim Brush, A. J., Bargeron, D., Grudin, J., Borning, A., & Gupta, A. (2002). Supporting interactions outside of class: anchored discussions vs. discussion boards. In Proceedings of CSCL 2002. Edited by G. Stahl. Boulder, January, pp. 425–434.
Churchill, E. F., Trevor, J., Bly, S., Nelson, L., & Cubranic, D. (2000). Anchored conversations: chatting in the context of a document. In. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 2000, 454–461. doi:10.​1145/​332040.​332475.
Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In: Resnick, L. B.; Levine, J. M; Teasley, S. D., ‘Perspectives on Socially Shared Cognition’ American Psychological Association, Washington, DC. S. 127–149.
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32(5), 554–571.CrossRef
Davis, J., & Huttenlocher, D. (1995). Shared annotation for cooperative learning. In Proceedings of CSCL 1995. Edited by J. L. Schnase and E. L. Cunnius, pp. 84–88.
DeMichelis, G., Dubis, E., Jarke, M., Matthes, F., Mylopoulos, J., Pohl, K., et al. (1997). Cooperative information systems: a manifesto. In: M. Papazoglou; G. Schlageter (Eds.): Cooperative information systems: trends & developments.
Dennis, A. R., & Kinney, S. T. (1998). Testing media richness theory in the new media: the effects of cues, feedback, and task equivocality. Information Systems Research, 9(3), 256–274.CrossRef
Dennis, A. R., & Valacich, J. S. (1999). Rethinking media richness: towards a theory of media synchronicity. In: Proceedings of the 32nd Hawaii International Conference on System Sciences.
Ducrot, O., & Todorov, T. (1987). Encyclopedic dictionary of the sciences of language. Baltimore: Johns Hopkins University Press.
Hoadley, C. M., & Enyeda, N. (1999). Between Information and Communication: middle Spaces in Computer Media for Learning. In Proceedings of the CSCL 1999. Edited by C. M. Hoadley. J. Roschelle. pp. 242–251.
Holmer, T., Kienle, A., & Wessner, M. (2006). Explicit referencing in learning chats: needs and acceptance. In: Nejdl, W.; Tochtermann, K. (2006): Innovative Approaches for Learning and Knowledge Sharing. First conference on Technology Enhanced Learning. Berlin: Springer, pp.170–184.
Kienle, A. (2006). Integration of knowledge management and collaborative learning by technical supported communication processes. Education and Information Technologies, 11(2), 161–185. doi:10.​1007/​s11134-006-7364-7.CrossRef
Kienle, A., & Herrmann, T. (2003). Integration of communication, coordination and learning material—a guide for the functionality of collaborative learning environments. In Proceedings of the Thirty-Sixth Annual Hawaii International Conference on System Sciences. pp. 33.
Kienle, A., & Ritterkamp, C. (2007). Facilitating asynchronous discussions in learning communities—the impact of moderation strategies. In: The International Journal on Behaviour & Information Technology. Accepted for Behaviour & Information Technology, 26(1), 73–80.
Kimball, L. (1998). Managing distance learning—new challenges for faculty. In: Hazemi R., Hailes S., Wilbur, S. (1998): The Digital University. London et al., Springer, pp. 25–38.
Koschmann, T. (Ed.) (1996) CSCL: theory and practice. Erlbaum, New Jersey.
Koschmann, T. (2001). Dewey’s contribution to a standard of Problem-Based Learning. In European Perspectives on Computer-Supported Collaborative Learning. Edited by P. Dillenbourg; A. Eurelings; K. Hakkarainen. pp. 356–363.
Lipponen, L. (2002). Exploring foundations for computer supported collaborative learning. In: Proceedings of CSCL 2002. Edited by G. Stahl. Boulder, January, pp. 72–81.
Mühlpfordt, M., & Wessner, M. (2005). Explicit referencing in chat supports collaborative learning. Proceedings of the CSCL 2005, Taipei, Taiwan.
Pfister, H.-R., Müller, W., & Holmer, T. (2004). Learning and Re-learning from netbased cooperative learning discourses. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Norfolk, VA: association for the Advancement of Computing in Education (AACE), pp. 2720–2724.
Projektgruppe 454 (2005). Endbericht der Projektgruppe 454—Interaktions-und Kommunikationsanalyse in dem CSCL-System KOLUMBUS 2 (Final report of project group 454—Analysis of interaction and communication in the CSCL-System KOLUMBUS 2, in German), University of Dortmund.
Rice, R. E. (1992). Task analyzability, use of new media, and effectiveness: a multi-site exploration of media richness. Organization Science, 3(4), 475–500.CrossRef
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In: C. O’Malley (Ed.): Computer supported collaborative learning. Berlin: Springer, pp. 69–97.
Smith, M., Cadiz, J. J., & Burkhalter, B. (2000). Conversation trees and threaded chats. In: Proceedings of the Conference on CSCW. ACM New York, pp. 97–105.
Stahl, G. (2000) A model of collaborative knowledge-building. In: Proceedings of the International Conference on the Learning Science (ICLS).
Stahl, G. (2002) Contributions to a theoretical framework on CSCL. In Proceedings of CSCL 2002. Edited by G. Stahl. Boulder, January, pp. 62–71.
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: a research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3). doi:10.​1007/​s11412-006-9660-y.
Ungeheuer, G. (1982) Vor-Urteile über Sprechen, Mitteilen, Verstehen. In Kommunikationstheoretische Schriften 1, Ungeheuer (ed.), Rader, Aachen, pp. 229–338.
Valacich, J. S., Mennecke, B. E., Wachter, R., & Wheeler, B. C. (1994). Extensions of media richness theory: a test of the task-media fit hypothesis. In: Proceedings of the 27th Hawaii International Conference on System Sciences, IV, pp. 11–20.
van der Pol, J., Admiraal, W., & Simons, P. R. J. (2006). The affordance of anchored discussion for the collaborative processing of academic texts. In. Journal on Computer Supported Collaborative Learning, 1(3).
Metadaten
Titel
Intertwining synchronous and asynchronous communication to support collaborative learning—system design and evaluation
Publikationsdatum
01.03.2009
Erschienen in
Education and Information Technologies / Ausgabe 1/2009
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-008-9065-9

Weitere Artikel der Ausgabe 1/2009

Education and Information Technologies 1/2009 Zur Ausgabe

OriginalPaper

The effects of CD-ROM storybook reading on Israeli children’s early literacy as a function of age group and repeated reading

OriginalPaper

Bridging distance between actual and potential development: A case of using ICT mediated consultation tool

OriginalPaper

Education and ICT-based self-regulation in learning: Theory, design and implementation

OriginalPaper

Experiences of learning and satisfaction with teaching of basic courses of ergonomics over Internet—the Ergonetti program

OriginalPaper

Electronic portfolios: Perspectives of students, teachers and parents

EditorialNotes

Editorial