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

远程教育项目越来越频繁，其特点是学生多样性高（即，来自历史上在高等教育中代表性不足的社会群体的学生比例很高）。提高学生在远程教育中的归属感和表现的一种措施是在虚拟学习小组中进行合作。自己的初步工作表明，在异步数字学习环境中，高社会人口统计学和高任务相关多样性的结合为成功的计算机支持协作学习（CSCL）带来了特殊的风险星座。本研究将以往的研究结果与社会心理学方法结合起来，探讨团队多样性的解释与管理。工作包旨在解释影响CSCL社会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负向预测学生的归属感和表现。基于对社会分类的影响和刻板印象在学术背景下的后果的初步研究，我们将研究基于类别的社会知觉和基于刻板印象的互动是否会损害不同CSCL群体的最佳合作。我们将把实验室实验与真实CSCL群体的行为数据分析结合起来。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群体调节他们的合作，以便即使是社会人口多样化的CSCL群体也能实现高度的社会融合，从而受益于与任务相关的多样性。干预研究测试了两个仪表板的有效性，这两个仪表板向学生展示了CSCL群体的融合信息，并为他们提供了系统的支持，以增加融合。预防研究调查了如何在合作的早期阶段培养一种虚拟的社区意识（我们和对心理学学生共同内部群体的认同）。这一预防措施的目的是减少社会人口类别的突出性和相关的陈规定型观念，以促进社区与文化群体内部的社会融合。工作包2将在哈根FernUniversität的理学士心理学课程入门模块中与真正的CSCL小组进行实验性预防和干预研究。拟议的项目将利用CATALPA研究中心和FernUniversität心理学院的现有基础设施，以便按照现行的研究伦理和数据保护规定进行研究。

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.