Abstract
Group awareness tools (GATs) are used to enhance awareness among students in online collaborative settings. GATs display awareness information of group processes, so students have a shared understanding of the collaboration. They also encourage students to share their opinions regarding their group processes, which externalizes unspoken awareness information and facilitates group regulation activities. The current study observed how students generated awareness information when being guided by a GAT. The primary aim of the study was to investigate the contents of student-generated awareness information collected from the evaluations of group processes and reflections about the collaboration process. A case study, drawing upon both qualitative and quantitative data, was conducted in the study. The results suggested the validity of student-generated awareness information, and its application in evaluating collaborative group processes. Students’ reflections also identified successful as well as disadvantageous aspects of group processes in three themes: communication, efficient work processes, and commitment. Overall, the findings suggested that student-generated awareness information can reveal the real status of collaborative group process. Successful and disadvantageous aspects of group processes were discussed from the students’ perspectives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
