Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3459
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dc.contributor.authorBodemer, Juergen Buder and Daniel
dc.date.accessioned2019-07-20T23:49:24Z
dc.date.accessioned2020-01-09T18:38:47Z-
dc.date.available2019-07-20T23:49:24Z
dc.date.available2020-01-09T18:38:47Z-
dc.date.issued2007-07
dc.identifier.citationBodemer, J. B. (2007). Supporting Controversial CSCL Discussions with Augmented Group Awareness Tools. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 90-98). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.90
dc.identifier.urihttps://repository.isls.org//handle/1/3459-
dc.description.abstractAn experimental study investigated the influence of an augmented group awareness tool on controversial online discussions and decisions made by 4-person learner groups. The study employed an informed minority paradigm where one group member holds a correct viewpoint, but is faced with a 3-person majority holding an incorrect viewpoint. Within this paradigm, groups using an augmented group awareness tool based on learner ratings of agreement and novelty of contributions were compared to groups using a standard online discussion tool. It was shown that majority influence occurred in unsupported groups, whereas augmented group awareness tools strengthened minority influence, as indicated by group decisions and individual correctness of decisions.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleSupporting Controversial CSCL Discussions with Augmented Group Awareness Toolsen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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