Please use this identifier to cite or link to this item:
|Title:||Group Awareness Tools for Controversial CSCL Discussions: Dissociating Rating Effects and Visualized Feedback Effects|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Buder, J. & Bodemer, D. (2011). Group Awareness Tools for Controversial CSCL Discussions: Dissociating Rating Effects and Visualized Feedback Effects. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 358-365). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||An experimental study investigated how a group awareness tool impacts the social influence of a minority faction in controversial online group discussions. The awareness tool involved mutual ratings of contributions on dimensions that make minority opinions more salient. In order to dissociate between the potentially facilitative functions of rating interfaces and visualized feedback, a control condition was compared to a rate-only condition and a tool condition using visualized feedback about ratings. Results indicated that rating without feedback did not strengthen minority viewpoints, but rather widened the differences between minority and majority factions. The group awareness tool that used ratings and visualized feedback yielded moderate effects on minority influence, strong effects on the perceived group preference, and a more pronounced task focus. The results are discussed with regard to the relation of group awareness to different types of social influence and different types of self-awareness.|
|Appears in Collections:||CSCL 2011|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.