Challenges in online collaboration: effects of scripting shared task perceptions

Difficulties with planning, such as negotiating task understandings and goals, can have a profound effect on regulation and task performance when students work collaboratively (Miller and Hadwin, Computers in Human Behaviour, 52, 573-588, 2015a). Despite planning being a common challenge, teams often fail to identify strategies for addressing those challenges successfully. The purpose of this study was to examine the effect of team planning support in the form of awareness visualizations (quantified, nominal, and no visualization of individual planning perceptions summarized across group members) on the challenges students face during collaboration, and the ways they report regulating in the face of those challenges. Findings revealed differences across conditions. Individuals in the no visualization condition (a) rated planning as more problematic, and (b) were likely to encounter doing the task, checking progress, and group work challenges when they encounter planning challenges, (c) reported more time and planning main challenges compared to doing the task and group work challenges, and (d) reported that planning strategies (adopted as a team) were most effective for addressing planning challenges, followed by teamwork strategies which were less effective. In contrast, individuals belonging to groups who received one of the two visualizations (a) reported that both planning and teamwork strategies to be equally effective for addressing planning challenges, and (b) reported higher levels of success with their strategies than groups without a visualization support. Findings attest to the importance of supporting group planning with planning visualizations.     

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.     

The effects of decision support and task contingencies on model formulation: A cognitive perspective

This paper takes a cognitive cost-benefit approach to understanding model formulation. Work in the behavioral decision literature on the role of effort and accuracy in choice tasks indicates that effort, or cognitive cost, is a key factor in understanding decision behavior. However, the model formulation literature does not discuss how effort interacts with other factors, such as task complexity and decision aids, to influence model formulation. In this paper, based on the work on the cost-benefit theories of cognition, we posit that two types of effort, namely that associated with building or formulating a model and that associated with utilizing that model in the solution of a problem, will influence model formulation. We then examine how the methods used in the behavioral decision making literature and the reported findings concerning the interaction of effort with task and decision aids can be utilized to understand model formulation.     

Level of automation effects on performance, situation awareness and workload in a dynamic control task

Various levels of automation (LOA) designating the degree of human operator and computer control were explored within the context of a dynamic control task as a means of improving overall human/machine performance. Automated systems have traditionally been explored as binary function allocations; either the human or the machine is assigned to a given task. More recently, intermediary levels of automation have been discussed as a means of maintaining operator involvement in system performance, leading to improvements in situation awareness and reductions in out-of-the-loop performance problems. A LOA taxonomy applicable to a wide range of psychomotor and cognitive tasks is presented here. The taxonomy comprises various schemes of generic control system function allocations. The functions allocated to a human operator and/or computer included monitoring displays, generating processing options, selecting an 'optimal' option and implementing that option. The impact of the LOA taxonomy was assessed within a dynamic and complex cognitive control task by measuring its effect on human/system performance, situation awareness and workload. Thirty subjects performed simulation trials involving various levels of automation. Several automation failures occurred and out-of-the-loop performance decrements were assessed. Results suggest that, in terms of performance, human operators benefit most from automation of the implementation portion of the task, but only under normal operating conditions; in contrast, removal of the operator from task implementation is detrimental to performance recovery if the automated system fails. Joint human/system option generation significantly degraded performance in comparison to human or automated option generation alone. Lower operator workload and higher situation awareness were observed under automation of the decision making portion of the task (i.e. selection of options), although human/system performance was only slightly improved. The implications of these findings for the design of automated systems are discussed.     

The learning effects of computer simulations in science education

This article reviews the (quasi)experimental research of the past decade on the learning effects of computer simulations in science education. The focus is on two questions: how use of computer simulations can enhance traditional education, and how computer simulations are best used in order to improve learning processes and outcomes. We report on studies that investigated computer simulations as a replacement of or enhancement to traditional instruction. In particular, we consider the effects of variations in how information is visualized, how instructional support is provided, and how computer simulations are embedded within the lesson scenario. The reviewed literature provides robust evidence that computer simulations can enhance traditional instruction, especially as far as laboratory activities are concerned. However, in most of this research the use of computer simulations has been approached without consideration of the possible impact of teacher support, the lesson scenario, and the computer simulation’s place within the curriculum.     

The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs

Abstract   This study examined the effect of scaffolding learning components in a computerized environment, for students solving qualitative science problems in a simulation of laboratory experiments. Four scaffolding components were identified (structural, reflective, subject-matter and enrichment) and used in different configurations to construct four unique cognitive and meta-cognitive support programs based on human teaching. These ranged from low (Enrichment) to full support (Integrated). We compared the scaffolded groups with one another and with a non-scaffolded control group. A 'mathematics and reading comprehension' questionnaire was used to divide the participants ( n  = 473) into ability levels. At different points of time, achievement outcomes were measured by three open-ended subject-matter questionnaires, tapping knowledge and understanding. The findings indicate differential effects of the support programs mostly in the following order: Integrated > Strategic > Operative >  Enrichment > Control. The structural component seems to be a sine qua non for success and has a consistent and powerful influence. The combination of reflection and structural components, however, are needed for superior achievement. Both reflection and subject-matter components work cumulatively over time.     

The effects of task complexity and experience on learning and forgetting: a field study

This paper examines the effects of task complexity and experience on parameters of individual learning and forgetting. Three attributes of task complexity and experience are addressed: the method, machine, and material employed. The task involved a high-manual-dexterity skill taken from an operating textile assembly plant; there were 2853 individual participant learning/forgetting episodes. A parametric model of individual learning and forgetting that allows the evaluation of worker response to the attributes of task complexity and experience is discussed. Results indicate that both task complexity and experience significantly affect learning and forgetting rates. Potential applications of this research include the allocation of workers to tasks based on individual learning/forgetting characteristics.     

Collaborative assessment in education: an application of a fuzzy GSS

Educators are increasingly pressed to deal effectively and efficiently with multiple criteria evaluation in a variety of circumstances as students become more actively involved in assessment. This paper demonstrates that a “fuzzy set” collaborative assessment approach implemented with a group support system (GSS) can be successfully applied in university classroom contexts. Student learning was significantly enhanced, as was satisfaction, when a collaborative assessment approach was taken. This approach has broad-based applicability in dealing with assessment complexity encountered in a wide variety of business and government contexts, as well as educational institutions.     

The influence of task load on situation awareness and control strategy in the ATC tower environment

The safe and efficient operation of air traffic is highly dependent on the performance of the Air Traffic Control Officer (ATCO). The ATCOs control the traffic within defined areas by monitoring the traffic and granting clearances. A key element in analyzing the ATCOs is their interaction with the environment through their workplace. Especially the influence of task load on their situation awareness (SA) and applied control strategy provides information on the quality of the workplace. As task load increases, controllers are able to maintain performance by using different management or compensation strategies. This article supports the evaluation of ATCO’s workplaces by focusing on whether probe techniques for assessing SA are applicable for tower control operation and for measuring the influences of increased task load on the control strategy. An experiment with nine ATCOs was conducted in a simulated real-time air traffic control environment. Different measurements for SA were applied and compared regarding their efficiency and validity. The manipulation of task load and visibility influenced the SA and control strategy at the same time. Performance metrics were selected in advance to evaluate the participant’s efficiency. SA was measured with a probe technique and an offline self-assessment method. Findings suggest that probe techniques increase the insight into the understanding of SA in comparison to self-assessment and that they are applicable to the air traffic control environment. Control strategies were derived from the information-gathering process via the eye-movement behavior and connected to task load. The results imply that SA is part of the individual performance and that increasing demand through task load is handled with an adaptation of the control strategy.     

Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness

Learning teams in higher education executing a collaborative assignment are not always effective. To remedy this, there is a need to determine and understand the variables that influence team effectiveness. This study aimed at developing a conceptual framework, based on research in various contexts on team effectiveness and specifically team and task awareness. Core aspects of the framework were tested to establish its value for future experiments on influencing team effectiveness. Results confirmed the importance of shared mental models, and to some extent mutual performance monitoring for learning teams to become effective, but also of interpersonal trust as being conditional for building adequate shared mental models. Apart from the importance of team and task awareness for team effectiveness it showed that learning teams in higher education tend to be pragmatic by focusing primarily on task aspects of performance and not team aspects. Further steps have to be taken to validate this conceptual framework on team effectiveness.     

The use of online digital resources and educational digital libraries in higher education

This paper summarizes results from a national survey of 4,678 respondents, representing 119 institutions of higher education in the United States regarding their use of digital resources for scholarly purposes. This paper presents the following results: (1) demographics commonly used in higher education to categorize populations such as institution type or level of teaching experience could not reliably predict use of online digital resources, (2) valuing online digital resources corresponds with only higher levels of use for certain types of digital resources, (3) lack of time was a significant barrier to use of materials while, paradoxically, respondents indicated that they used them because they save time, (4) respondents did not tend to intentionally look to the Internet as a trusted resource for learning about teaching.     

The effects of a simulated head-up display speedometer on perceptual task performance

This study compared the effects of simulated head-up display (HUD) and dashboard-mounted digital speedometers on key perceptual driving tasks in a simulated driving environment. Subjects were 20 male and female volunteers ranging in age from 19 to 51 years. A videotape, taken from the driver's perspective, of a car traveling along a memorized route served as the test scene. While viewing the test scene subjects performed tasks related to navigation, speed monitoring, and salient cue detection. The simulated HUD speedometer produced generally superior performance on the experimental tasks; most important, it enabled subjects to respond significantly more quickly to the salient cues. Implications for the effects of HUDs on automobile safety are discussed.     

The effects of computerized inquiry‐stage‐dependent argumentation assistance on elementary students' science process and argument construction skills

This study proposed a computerized inquiry‐stage‐dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a computer‐supported scientific inquiry system. A nonequivalent quasi‐experimental design was adopted to evaluate the effectiveness of this approach. Two intact sixth grade classes (N = 55) participated in this study, and each student used a tablet computer to accomplish the designated inquiry activities. One class of students was arranged to use the stage‐dependent argumentation assistance, and the other used a generic text‐based interface. The findings indicate that students who used the stage‐dependent argumentation assistance could acquire significantly better science process and argument construction skills than those using the generic text‐based interface.     

Personal and shared experiences as resources for meaning making in a philosophy of science course

The aim of this case study was to explore health-education students’ personal and collaborative meaning making activities during an online science philosophy course in the higher-education context. Through applying the dialogical perspective for learning, the focus was on studying how different contextual resources were used in building understanding within the philosophy of science and what kind of understanding the students constructed and reflected through these resources. The study focused especially on exploring how the students’ life experiences and fellow students served as resources in their meaning making activities. The results showed that prior work and discipline-related knowledge and experiences provided the students with resources for understanding the philosophical texts by applying, conceptualizing, or critically evaluating the philosophical knowledge presented in the texts. In their discursive activities, the students used fellow students as resources in elaborating the theoretical conceptualizations further, or they were engaged in sharing their similar work or discipline-related experiences and conceptions. These different resources offered tools for understanding, conceptualizing, and critically evaluating both the philosophical themes studied and the practices of one’s own work and those of the scientific community.     

The orchestration of learning and teaching methods in science education

Abstract

This paper explores the complexity of matching approaches to teaching to the preferred learning styles of learners. Differentiation among learners can be undertaken in a growing number of ways and the range of approaches to teaching is expanding. The act of matching cannot have a simple rationale because learners in any one class may be sufficiently diverse that it requires awareness and subtlety to meet their many and various needs. Nor can there be an easy approach to the alignment of curric‐ular goals to learning outcomes: Any one approach to teaching can meet a range of goals and generate numerous outcomes. The need is for an orchestrated approach, which involves knowing and understanding particular groups of learners and appreciating the spectrum of congruent approaches to supporting their learning. The metaphor of the orchestrating learning and teaching is explored for its range of convenience.     

The effects of group size and task complexity on deadline reactivity

In contemporary organizations, people are often required to work and learn under increasing time pressures as organizations set deadlines in order to respond to stiffer competition. Human behavioral patterns in the presence of deadlines have been studied quantitatively to show that relatively little time is devoted to tasks early on and that most work is performed in close time proximity to a deadline. This phenomenon, called deadline rush, can be explained by a hyperbolic behavioral model. By employing a decision-making task based on an Anti-Air Warfare Coordinator (AAWC) simulator, the experiment had two group size levels (individuals and teams) and two task complexity levels (low and high). The experimental results showed that deadline reactivity is greater for individuals than teams on low-complexity tasks and task complexity is negatively related to deadline reactivity. The results of this study suggest that different group sizes and task types have a significant impact on production performance and that the setting of deadlines, to the degree possible, may be a relevant means towards managing or improving system performance.