Moderation of synchronous computer-mediated interaction differs from face-to-face or asynchronous moderation¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Different factors interact with each other, complicating modeling of collaboration dimensions as independent factors, and moderation of synchronous computer-mediated interaction differs from face-to-face or asynchronous moderation. → Gerry Stahl 2010

Evidence¶

Gerry Stahl 2010¶

Gerry Stahl. (2010). Guiding group cognition in CSCL. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-010-9091-7

q2 · i? · causal · r?

The editorial reports on the Asterhan and Schwarz study of four classes using an online argumentation environment with a teacher moderating each small group, combining student self-reports and analysis of knowledge-building artifacts. It states "the authors stress how different the moderation of synchronous computer-mediated interaction is from that of face-to-face or asynchronous interaction."

"the authors stress how different the moderation of synchronous computer-mediated interaction is from that of face-to-face or asynchronous interaction."

Discussion¶

Related Claims¶

• In computer-mediated problem solving, students may attribute their problems to the technology rather than to their own work, complicating how they frame the problem context — related
• Time zone differences affected international students' timely participation in asynchronous forums, and a balance of synchronous and asynchronous communication was regarded as beneficial — related
• The change in tools caused the most disruption in e-teachers' activity system, replacing body language and visual cues with text and voice mediation — related
• Computer-mediated (videoconferencing) collaboration leads learners to use a wider range of knowledge resources than face-to-face collaboration — related