Group Support Systems as Collaborative Learning Technologies

2009 ◽  
pp. 79-108
Author(s):  
John Lim ◽  
Yin Ping Yang ◽  
Yingqin Zhong
Keyword(s):  
Collaborative Learning ◽  
Support Systems ◽  
Collaborative Work ◽  
Group Support Systems ◽  
Task Type ◽  
Learning Technologies ◽  
Group Support ◽  
Computer Supported Collaborative Learning ◽  
Research Stream ◽  
Size Task

Computer-based systems have been widely applied to support group-related activities such as collaborative learning and training. The various terms accorded to this research stream include virtual teams, e-collaboration, computer-supported collaborative work, distributed work, electronic meetings, and so forth. A notable and well-accepted aspect in the information system field is group support systems (GSS), the focus of this chpater. The numerous GSS studies have reported findings which may not be altogether consistent. An overall picture is much in want which attends to the synthesizing of the findings accumulated over decades. This chapter presents a meta-analysis study aimed at gaining a general understanding of GSS effects. We investigate 6 important moderators in GSS experimental research: group outcomes, namely group size, task type, anonymity, time and proximity, level of technology, and the existence of facilitation. The results point to important conclusions about the phenomenon of interest; in particular, their implications vis-à-vis computer-supported collaborative learning technologies and use are discussed and highlighted along each dimension of the studied variables.

Computer-Supported Collaborative Work and Learning

2011 ◽  
pp. 161-193
Author(s):  
John Lim ◽  
Yin Ping Yang ◽  
Zhong Yingqin
Keyword(s):  
Information System ◽  
Support Systems ◽  
Collaborative Work ◽  
Group Support Systems ◽  
Learning Technologies ◽  
Research Interest ◽  
Distributed Work ◽  
Size Task ◽  
The Relationship ◽  
And Training

Evvident and growing research interest has been witnessed on the relationship between the use of commputer-based syystemms and effectivve commmmunication in group-related activvities such as collaborativve learning and training. The vvarious termms accorded to this research streamm include vvirtual teamms, e-collaboration, commputer-supported collaborativve work, distributed work, electronic mmeetings, etc. AA notable and well-accepted aspect in the information system field is group support systems (GSS), the focus of this article. The numerous GSS studies have reported findings which may not be altogether consistent. An overall picture is much in want which attends to the synthesizing of the findings accumulated over decades. This article presents a mmeta-analyysis studyy aimmed at gaining a general understanding of GSS effects. We invvestigate six immportant mmoderators of group outcommes, nammelyy group size, task tyype, anonymymityy, timme and proximmityy, levvel of technologyy, and the existence of facilitation. The results point to immportant conclusions about the phenommenon of interest; in particular, their immplications vvis-à-vvis commputer-supported collaborativve learning technologies and use are discussed and highlighted along each dimmension of the studied vvariables.

Computer-Supported Collaborative Work and Learning

2009 ◽  
pp. 98-128
Author(s):  
John Lim ◽  
Yin Ping Yang ◽  
Yingqin Zhong
Keyword(s):  
Information System ◽  
Support Systems ◽  
Collaborative Work ◽  
Group Support Systems ◽  
Learning Technologies ◽  
Research Interest ◽  
Distributed Work ◽  
Size Task ◽  
The Relationship ◽  
And Training

Evvident and growing research interest has been witnessed on the relationship between the use of commputer-based syystemms and effectivve commmmunication in group-related activvities such as collaborativve learning and training. The vvarious termms accorded to this research streamm include vvirtual teamms, e-collaboration, commputer-supported collaborativve work, distributed work, electronic mmeetings, etc. AA notable and well-accepted aspect in the information system field is group support systems (GSS), the focus of this article. The numerous GSS studies have reported findings which may not be altogether consistent. An overall picture is much in want which attends to the synthesizing of the findings accumulated over decades. This article presents a mmeta-analyysis studyy aimmed at gaining a general understanding of GSS effects. We invvestigate six immportant mmoderators of group outcommes, nammelyy group size, task tyype, anonymymityy, timme and proximmityy, levvel of technologyy, and the existence of facilitation. The results point to immportant conclusions about the phenommenon of interest; in particular, their immplications vvis-à-vvis commputer-supported collaborativve learning technologies and use are discussed and highlighted along each dimmension of the studied vvariables.

Collaborative Learning Technologies

2011 ◽  
pp. 284-289
Author(s):  
Maryam Alavi ◽  
Donna Dufner ◽  
Caroline Howard
Keyword(s):  
User Interface ◽  
Collaborative Learning ◽  
Learning Environments ◽  
World Wide ◽  
Support Systems ◽  
Group Support Systems ◽  
Learning Technologies ◽  
The Internet ◽  
Face To Face ◽  
The Web

Three basic categories of technologies are effective for extending collaborative learning beyond traditional face-to-face interactions to online learning and distance education: 1. Group support systems (GSS) 2. Collaboratories 3. Integrated learning environments. Although some of the collaborative learning technologies can be used without the Web, the Internet and World Wide Web provide the scalable global connectivity to support these technologies, with the browser serving as a ubiquitous user interface for collaborative learning applications.

On the Measurement of Participation Equality

2014 ◽  
Vol 10 (4) ◽  
pp. 32-48 ◽  
Author(s):  
Bruce A. Reinig ◽  
Roberto J. Mejias
Keyword(s):  
Standard Deviation ◽  
Gini Coefficient ◽  
Coefficient Of Variation ◽  
Exploratory Study ◽  
Support Systems ◽  
Collaborative Work ◽  
Group Support Systems ◽  
Group Support ◽  
Work Practices ◽  
Team Members

Participation equality is often a key process construct in research models that examine the effects of group support systems (GSS) technology and e-collaboration. GSS are generally thought to reduce the dispersion of participation among team members and thus make participation more equally distributed. However, research conclusions in the literature regarding participation equality are not always consistent with this finding. Researchers have used a variety of approaches to operationalize participation equality including unit-based measures, such as the standard deviation, and dimensionless measures such as the Gini coefficient and the coefficient of variation. Researchers have also varied in their measurement of participation units with some counting phenomena such as comments, words, or remarks. The authors report on an exploratory study that demonstrates conditions in which research conclusions regarding the participation equality construct are dependent on both the participation unit analyzed and whether a unit-based or dimensionless measure is used to compute participation equality. The authors conclude with recommendations for researchers investigating participation equality and practitioners that seek to measure and track participation equality in their collaborative work practices.

The E-Collaboration Paradox

2011 ◽  
pp. 120-131
Author(s):  
Ned Kock
Keyword(s):  
Support Systems ◽  
Collaborative Work ◽  
Group Support Systems ◽  
The Body ◽  
Group Support ◽  
Computer Supported Collaborative Work ◽  
Industry Research

This chapter advances a new explanation for some of the apparently contradictory findings discussed earlier in the book, which, in turn, reflect fairly well the body of mixed findings associated with academic and industry research on e-collaboration during the last 30 years (that research was usually conducted under other banners, such as computer-supported collaborative work and group support systems).

Collaborative Learning Technologies

2011 ◽  
pp. 334-339
Author(s):  
Maryam Alavi ◽  
Donna Dufner ◽  
Caroline Howard
Keyword(s):  
User Interface ◽  
Collaborative Learning ◽  
Learning Environments ◽  
World Wide ◽  
Support Systems ◽  
Group Support Systems ◽  
Learning Technologies ◽  
The Internet ◽  
Face To Face ◽  
The Web

Three basic categories of technologies are effective for extending collaborative learning beyond traditional face-to-face interactions to online learning and distance education: 1. Group support systems (GSS) 2. Collaboratories 3. Integrated learning environments. Although some of the collaborative learning technologies can be used without the Web, the Internet and World Wide Web provide the scalable global connectivity to support these technologies, with the browser serving as a ubiquitous user interface for collaborative learning applications.

Evolving Technologies Supporting of Collaborative Learning

2011 ◽  
pp. 987-994
Author(s):  
Donna Dufner ◽  
Maryam Alavi ◽  
Caroline Howard
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Support Systems ◽  
Group Support Systems ◽  
Group Support ◽  
Integrated Learning ◽  
Face To Face

Three basic categories of technologies are effective for extending collaborative learning beyond traditional face-to-face interactions to online learning and distance education: 1. Group support systems (GSS) 2. Collaboratories 3. Integrated learning environments.

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