Explaining and self-regulating multi-attributional diversity in computer-supported collaborative learning (MULTIDIVERSE-CSCL)

解释和自我调节计算机支持的协作学习中的多归因多样性（MULTIDIVERSE-CSCL）

• 批准号: 523405753
• 负责人: Dr. Laura Froehlich
• 金额: --
• 依托单位: Lehrgebiet Kooperative Systeme
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/523405753?language=en
• 关键词: Explaining; self; regulating; multi; attributional

Distance education programs are increasingly frequent and are characterized by high student diversity (i.e., a high proportion of students from social groups historically underrepresented in higher education). One measure to increase the sense of belonging and performance of students in distance education is collaboration in virtual study groups. Own preliminary work has shown that the combination of high sociodemographic and high task-related diversity poses a particular risk constellation for successful computer-supported collaborative learning (CSCL) in asynchronous digital learning contexts. The proposed project integrates previous findings on CSCL with social-psychological approaches on explaining and managing team diversity. Work Package aims at explaining the social-psychological mechanisms that impair the structural integration of social networks in CSCL. This lower structural integration in turn negatively predicts students’ sense of belonging and performance. Based on own preliminary work on the influence of social categorization and the consequences of stereotypes in academic contexts, we will investigate whether category-based social perceptions and stereotype-based interactions impair optimal collaboration in diverse CSCL groups. We will combine laboratory experiments with an analysis of behavioral data in real CSCL groups. Work Package 2 will implement intervention and prevention studies to investigate how CSCL groups can be systematically supported in regulating their collaboration so that even sociodemographically diverse CSCL groups can achieve a high social integration and therefore benefit from task-related diversity. The intervention study tests the effectiveness of two dashboards which display information about the integration of the CSCL group to students and provides them with systematic support to increase the integration. The prevention study investigates how a virtual sense of community (we-ness and an identification with the common ingroup of psychology students) can be fostered in the early phase of the collaboration. This prevention measure aims at decreasing the salience of sociodemographic categories and associated stereotypes in order to foster the social integration within CSCL groups. Work Package 2 will conduct experimental prevention and intervention studies within the introductory module of the BSc psychology curriculum at the FernUniversität in Hagen with real CSCL groups. The proposed project will utilize the existing infrastructure at the Research Center CATALPA and the Faculty of Psychology at the FernUniversität in order to conduct the studies in accordance with current research ethics and data protection regulations.

远程教育项目越来越频繁，其特点是学生的多样性高（即，来自历来在高等教育中代表性不足的社会群体的学生比例很高）。提高远程教育学生的归属感和成绩的一项措施是虚拟学习小组的协作。自己的初步工作表明，高社会人口和高任务相关的多样性的组合构成了一个特殊的风险星座成功的计算机支持的协作学习（CSCL）在异步数字学习环境。建议的项目整合了CSCL与社会心理学方法解释和管理团队多样性的研究结果。工作包旨在解释CSCL中影响社交网络结构整合的社会心理机制。这种较低的结构整合反过来又对学生的归属感和表现产生负面影响。基于自己的初步工作的影响，社会分类和刻板印象的后果，在学术环境中，我们将调查是否基于类别的社会观念和基于刻板印象的互动损害不同的CSCL组的最佳合作。我们将结合联合收割机实验室实验与真实的CSCL组的行为数据分析。工作包2将实施干预和预防研究，以调查如何系统地支持CSCL团体规范他们的合作，以便即使是社会人口统计学上不同的CSCL团体也可以实现高度的社会融合，从而从与任务相关的多样性中受益。干预研究测试两个仪表板的有效性，这两个仪表板向学生显示有关CSCL组整合的信息，并为他们提供系统的支持，以增加整合。预防研究调查了如何在合作的早期阶段培养虚拟的社区感（我们和心理学学生的共同群体的认同感）。这一预防措施旨在降低社会人口类别和相关陈规定型观念的显著性，以促进CSCL群体内的社会融合。第二套工作方案将在哈根弗恩大学心理学学士课程的入门模块内，与真实的CSCL团体一起进行实验性预防和干预研究。拟议的项目将利用研究中心CATALPA和FernUniversität心理学院的现有基础设施，以便根据当前的研究伦理和数据保护法规进行研究。