Supports of Group Awareness for Synchronous and Asynchronous Collaboration
I-Chun Tsai, Piyanan Nuankhieo, University of Missouri, United States ; Ching-Hua Wu, Tamkang University, Taiwan, Taiwan ; Yi-Wen Chang, University of Missouri, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: Dourish and Bellotti (1992) defined awareness as "an understanding of the activities of others, which provides context for your own activity." Knowing who is around, what is happening, and how the things are going is critical in establishing and maintaining collaborative relationships; however, establishing and maintaining awareness has been reported to be difficult without appropriate supported tools (Gutwin & Greenberg, 2002). In addition, researchers have reported a significant effectiveness of applying media technologies, such as chatting tools, shared workspace tools, video and audio tools, visualization representation tools, email, and notification tools in deliver awareness through groupware system. Therefore, the purpose of this study is to perceive how the group awareness affects students' interaction of collaborating in groupware system, and how students behave and interact when awareness supports are provided. We will conduct an experimental to investigate the differences of students' interactions when having group awareness supports.
Tsai, I.C., Nuankhieo, P., Wu, C.H. & Chang, Y.W. (2005). Supports of Group Awareness for Synchronous and Asynchronous Collaboration. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2449-2454). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)