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Title: Effects of awareness support on moderating multiple parallel e-discussions
Authors: Wichmann, Astrid
Giemza, Adam
Hoppe, Ulrich
Krauß, Matthias
Issue Date: Jun-2009
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Wichmann, A., Giemza, A., Hoppe, U., & Krauß, M. (2009). Effects of awareness support on moderating multiple parallel e-discussions. In O'Malley, C., Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 646-650). Rhodes, Greece: International Society of the Learning Sciences.
Abstract: Moderating multiple e-discussions at a time puts high demands on teachers as moderators. Therefore, to be able to provide effective moderation, teachers should be given adequate awareness support. We evaluated our e-moderation system called "Moderator's Interface" comparing moderation with and without awareness support. Following a within subject design, our cases were two teachers who were asked to moderate discussions of their students and to choose and prepare a discussion topic compliant with the curriculum. Results indicate that additional awareness support was deliberately used during moderation when available. An analysis of data from the teachers' answers to 120 questions and tasks indicates that in the awareness condition, both teachers performed better on the tasks as compared to moderating without awareness support. However, it could not be corroborated that teachers gained additional knowledge about the discussion solely from using the awareness support in absence of an external task.
Appears in Collections:CSCL 2009

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