Student-generated awareness information in a group awareness tool: what does it reveal?

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. Theprimary aim of the study was to investigate the contentsof 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 suggestedthat student-generated awareness information can revealthe real status of collaborative group process. Successful and disadvantageous aspects of group processes were discussed from the students’ perspectives.