Assessing and Augmenting Instructional Communication in Computer-Supported Settings
Zusammenfassung der Projektergebnisse
Research on computer-supported instructional communication (CSIC) refers to the study of interactions in computer-based learning environments, with the aim of identifying factors that contribute to successful communication and effective learning. In CSIC, individual learning and inter-individual interaction go hand in hand. Nevertheless, research activities often remain grounded in either an educational perspective, emphasizing individual learning processes, or in a social perspective, emphasizing inter-individual communication and group functioning. Therefore, the objective of this network was to establish a network among German and US researchers from the areas of educational, cognitive and social psychology, as well as communication research and computer science/educational technology whose work focuses on different aspects of instructional communication in computer-supported settings. In the network synergies were sought in order to arrive at a comprehensive account of factors relevant for instructional communication in computer-supported settings, and in order to develop future guidelines for adaptive, individualized instructional communication in computer-supported settings. All targeted objectives were addressed and resulted in measurable outcomes: We published a special issue in a high ranking, peer-reviewed international journal (Educational Psychology Review). The papers in the special issue summarize research that aims at compiling and understanding variables associated with successful communication in computer-supported instructional settings. Adding to the question of how adaptiveness of instructional communication concerning these factors can be achieved is the second focus of our special issue. Additionally, we submitted a review-style paper on possibilities of combining methods from educational and social psychology, which includes further aspects of our discussions concerning adaptive instructional communication. Also, we organized a symposium at a major national conference. We conclude that the two perspectives and their respective research methods need to be integrated in order to arrive at models that capture the interplay between intra-individual and inter-individual CSIC processes and, eventually, at more effective CSIC systems.
Projektbezogene Publikationen (Auswahl)
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(2010). Computer-supported instructional communication: A multidisciplinary account of relevant factors. Educational Psychology Review, 22 (1), 1-7
Rummel, N. & Krämer, N. C.
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(2010). Developing adaptive collaboration support: The example of an effective training for collaborative inferences. Educational Psychology Review, 22 (1), 103- 113
Deiglmayr, A. & Spada, H.
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(2010). Digital immersive virtual environments and instructional computing. Educational Psychology Review, 22 (1), 57-69
Blascovich, J. & Beall, A.
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(2010). How to foster active processing of explanations in instructional communication. Educational Psychology Review, 22 (1), 25-40
Berthold, K. & Renkl, A.
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(2010). Personalising e-learning. The social effects of pedagogical agents. Educational Psychology Review, 22 (1), 71-87
Krämer, N. C. & Bente, G.
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(2010). Social presence in synchronous virtual learning situations: The role of nonverbal signals displayed by avatars. Educational Psychology Review, 22 (1), 41-56
Allmendinger, K.
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(2010). Using a diagnosis-based approach to individualize instructional explanations in computer-mediated communication. Educational Psychology Review, 22 (1), 9-23
Wittwer, J., Nückles, M. & Renkl, A.
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(2010). Using intelligent tutor technology to implement adaptive support for student collaboration. Educational Psychology Review, 22 (1), 89-102
Diziol, D., Walker, E., Rummel, N. & Koedinger, K.
