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Effects of visualizing participation in CSCL

ICO Toogdag 2005. Effects of visualizing participation in CSCL. Jeroen Janssen, Jos Jaspers, Marcel Broeken, Gijsbert Erkens & Gellof Kanselaar Utrecht University. Overview presentation. ICO Toogdag 2005. 2. Participation problems during CSCL Solution: Visualization of participation

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Effects of visualizing participation in CSCL

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  1. ICO Toogdag 2005 Effects of visualizing participation in CSCL Jeroen Janssen, Jos Jaspers, Marcel Broeken, Gijsbert Erkens & Gellof Kanselaar Utrecht University

  2. Overview presentation ICO Toogdag 2005 2 • Participation problems during CSCL • Solution: Visualization of participation • Operationalization: Participation Tool • Research questions and method • Results • Conclusion and discussion • Future research and work in progress

  3. Participation problems during CSCL • When students are collaborating using CSCL, • sometimes: • Participation is low • Participation is unequal (free riders) ICO Toogdag 2005 3

  4. Solution:Visualization of participation? ICO Toogdag 2005 4 • Visualizes group member’s contribution to online communication • Makes contribution of group members to group processes identifiable • May enhance motivation to participate • May raise awareness of group processes and activities • Can be used to evaluate group processes (group processing)

  5. Operationalization: Participation Tool ICO Toogdag 2005 5

  6. 6 ICO Toogdag 2005

  7. 7 Group of students Students Distance: Number of messages Size: Length of the messages ICO Toogdag 2005

  8. Research questions ICO Toogdag 2005 8 • Does the Participation Tool (PT) influence: • Participation and equality of participation? • Awareness of group processes and activities? • Students’ collaborative activities?

  9. Method ICO Toogdag 2005 9 • 69 students, 5th year secondary education (pre-university track) • Subject: History • Task: Inquiry group task on “Witchcraft and persecution of witches” • Duration: 8 lessons • 51 students (=17 groups) with PT vs. 15 students (=5 groups) without PT • Group size: 3 or 4 students

  10. Participation ICO Toogdag 2005 10

  11. Equality of participation ICO Toogdag 2005 11

  12. Awareness of group processes and activities ICO Toogdag 2005 12 • Difference: Students with access to PT indicate they knew better when a group member was not working hard, t(21) = 2.43, p = .01.

  13. Collaborative activities ICO Toogdag 2005 13 • Coding scheme was developed to examine collaborative activities during CSCL • 4 main dimensions: • Performance of task-related activities • Regulation of task-related activities • Performance of social activities • Regulation of social activities • Technical, other/nonsense

  14. Collaborative activities ICO Toogdag 2005 14

  15. Collaborative activities ICO Toogdag 2005 15 • Most frequent: • Mutual understanding: 22% • Planning task-related activities: 19% • Monitoring task-related activities: 13% • Information exchange: 9% • Social support: 7%

  16. Collaborative activities ICO Toogdag 2005 16 • Students with access to the PT: • More greetings: t(21)=1.89, p=.04 • Less social support remarks: t(21)=-3.71, p=.00 • Less social resistance remarks: t(21)=-2.84, p=.00 • More planning of social activities: t(21)=2.46, p= .01 • Less nonsense activities: t(21)=-2.82, p=.01

  17. Conclusions ICO Toogdag 2005 17 • Visualization of participation increases participation (typing more long messages) • Visualization of participation influences awareness of group processes and activities (knowing when someone is a free rider) • Visualization of participation increases planning of social activities and greetings • Visualization of participation decreases social support, social resistance and nonsense remarks

  18. Discussion ICO Toogdag 2005 18 • Participation increase not due to increase in nonsense messages • Small number of students and groups • Influence of group composition and size

  19. Future research and work in progress ICO Toogdag 2005 19 • New visualization tool added to CSCL-environment: Shared Space • Visualizes group agreement or discussion during online communication • Replaces Chat tool

  20. Shared Space ICO Toogdag 2005 20

  21. Second experiment ICO Toogdag 2005 21 • Carried out in september/october 2005 • N=115, 20 groups with SS, 20 groups without • Do students with SS: • have different, more critical group norms? • perceive their collaboration and communication differently? • collaborate differently? • obtain higher scores on a group task? • perform better on a knowledge post-test?

  22. Questions???? ICO Toogdag 2005 22 Website: http://edugate.fss.uu.nl/~crocicl/ E-mail: j.j.h.m.janssen@fss.uu.nl

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