Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7321
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dc.contributor.authorKaiser, Manfred
dc.contributor.authorLerche, Thomas
dc.contributor.authorNistor, Nicolae
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:44:06Z
dc.date.accessioned2021-10-09T19:46:30Z-
dc.date.available2021-10-09T15:44:06Z
dc.date.available2021-10-09T19:46:30Z-
dc.date.issued2021-06
dc.identifier.citationKaiser, M., Lerche, T., & Nistor, N. (2021). Designing Online Teaching for Equitable Distribution of Student Engagement in Collaborative Small Groups: The Effects of Group Building and Reciprocal Feedback. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 217-220). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2021.217
dc.identifier.urihttps://repository.isls.org//handle/1/7321-
dc.description.abstractThe unequal distribution of workload in groups is a phenomenon that affects all areas of life. At universities, group work constantly leads to dissatisfaction among participants in collaborative groups and often influences the outcome of their work. In this study, we tested different settings, which can influence the contribution of members in blended learning courses in higher education. We used a questionnaire, asking for the assessment of one's own and that of the group members contribution, conducted at two points of the course. In addition, the members of certain groups were asked to give reciprocal feedback in the middle of the course. Additionally we used log files for the evaluation of the activities in the Learning Management System. Groups with reciprocal feedback initially rated the participation of members higher and reduced their rating in the end. Without reciprocal feedback, participants rated the contribution of their group members higher at the end than during the course. The perceived own contribution increased over time across all groups. The actual activities, measured through log data from the Learning Management System showed that self built groups with reciprocal feedback exhibit lower participation in the online environment. The grounding effect is evident across all groups; the activities in the Learning Management System have strongly decreased during the courses.en_US
dc.format.extentpp. 217-220
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021en_US
dc.subjectCSCLen_US
dc.titleDesigning Online Teaching for Equitable Distribution of Student Engagement in Collaborative Small Groups: The Effects of Group Building and Reciprocal Feedbacken_US
dc.typeConference Paperen_US
dc.typeShort Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

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