The effects of a group awareness tool on knowledge construction in computer‐supported collaborative learning

Abstract

Abstract The present study attempts to examine the effects of group awareness on knowledge construction and further surveys in what ways the different group awareness types support the collaboration in CSCL. In this quasi‐experimental study, we adopted a self‐developed group awareness tool that could display cognitive, social and behavioral group awareness in an authentic semester‐long class with 93 undergraduates involved in. Using a mixed research method, we explored the effects of group awareness on knowledge construction by comparing the characteristics and behavioral patterns of knowledge construction between GA (with the GA tool) and NA (without the GA tool) classes and further examined the different role of three group awareness types in supporting collaboration through interviews. The content analysis indicated that GA groups centered their collaboration on negotiating meaning or constructing new knowledge (C3) and conducted more higher‐level knowledge construction behaviors (C4 & C5) while in NA groups, sharing and comparing information (C1) appeared to be the most frequent behavior. The sequential analysis showed two distinctive sequential patterns, C4→C5 and C5→C4 in GA class and C2→C4 in NA class. The interview revealed that students thought cognitive and social group awareness played a major role in supporting their collaboration while unexpectedly, the behavioral group awareness was of little use. Finally, pedagogical implications were suggested. Practitioner notes What is already known about this topic Successful knowledge construction is regarded essential for both individuals' learning and high‐quality collaboration in CSCL. Since students collaborating in CSCL environments lack necessary perception of peers and the group, they encounter more difficulties in building new knowledge. Some researchers proposed that group awareness might be helpful for students constructing knowledge because it could provide necessary information about group members and the group needed for successful knowledge construction. However, there is little empirical study exploring the effects of group awareness on knowledge construction. What this paper adds Reveal the positive effects of group awareness on knowledge construction by comparing the characteristics and behavior patterns of knowledge construction in GA and NA classes. Indicate the distinct role the three group awareness types play in supporting knowledge construction. Unpack the mechanism of cognitive and social group awareness supporting the knowledge construction. Implications for practice and/or policy Provide a starting place for adopting group awareness to improve learners' knowledge construction in CSCL. Based on the mechanism of group awareness, it might bring new ideas to designers and teachers to develop more kinds of GA tools or to better utilize it in real class. Teachers and curriculum designers may need to design and implement instructional programs to guide students pay equal emphasis on self and group members' participation.

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