You are here:

Training Synchronous Collaborative E-Learning
Article

, University of Essen, Germany

International Journal on E-Learning Volume 5, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In order to promote cooperation among students who work separately on their computers at home, the University of Essen has developed training courses with experienced tutors to teach students the required sensitivity and practical skills for tele-collaboration in small groups. A core problem in synchronous collaborative e-learning with speech exchange and application sharing is posed by the fact that acoustical signals in the boxes as well as visual content on the monitor of the remote site significantly differ in quality and timing from the ones on the sender’ s site. Moreover, users have little awareness of this fact. This chronic source of misunderstandings, inefficiency, and fatigue can be counteracted by a range of measures including features of the conferencing systems, add-on devices, simulations, and a training laboratory which allows syntopical monitoring of the two distant sites at once.

Citation

Bliesener, T. (2006). Training Synchronous Collaborative E-Learning. International Journal on E-Learning, 5(2), 185-196. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 24, 2020 from .

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Bernstein, N.A. (1988). Bewegungsphysiologie. Leipzig: Barth.
  2. Bliesener, T. (2002). Synchrone Wahrnehmung der fernen Standorte, Partner und Objekte
  3. Carroll, L. (1995). Alice in Wonderland. London: Macmillan (Reprint of the edition of 1897). Dowrick, P. W. (1976). Self-modeling: A videotape technique for disturbed and disabled children. Unpublished doctoral dissertation, University of Auckland, New Zealand.
  4. Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventive Psychology, 8, 23-29. Bliesener
  5. Fagerer, C., Dickmanns, D. & Dickmanns, E. (1994). Visual grasping with long delay time of a free floating object in orbit. IEEE Journal of Oceanic Engineering, (1), 53-68. Feldenkrais, Moshé (1991). Awareness through movement. San Francisco: Harper.
  6. Lang, A. (1997). Fluss und Zustand - psychische, biotische, physische und soziale Uhren und ihre psychologischen, biologischen, physikalischen und soziologischen Modelle. In Rusterholz, P. & Moser, R. (Eds.) Zeit - Zeitverständnis in Wissenschaft und Lebenswelt. Kulturhistorische Vorlesungen des Collegium Generale Universität Bern. Bern: Lang, 1997, 187-235.
  7. Mead, G. H. (1963). Mind, self, and society. Chicago: University of Chicago Press.
  8. Ruhleder, K. & Jordan, B. (2001). Co-constructing non-mutual realities: Delay-generated trouble in distributed interaction. Computer Supported Cooperative Work, 10, 113-138.
  9. Uexküll, J.V. (1985). Environment (Umwelt) and inner world of animals. In Burghardt, G. M. (Ed.). Foundations of Comparative Ethology. New York: Van Nostrand Reinhold, 222-245. Orig.: Uexküll, J.V. (1909). Umwelt und Innenwelt der Tiere. Berlin: Springer.
  10. 1KITT was supported by a grant from the German Federal Ministry of Education and Research from 2000 to 2003. H. Walter Schmitz, Essen, made valuable suggestions to this article. Robert Ehrlich, Leipzig, revised the translation.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections