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Analysis of cross-cultural online collaborative learning with social software

机译：使用社交软件进行跨文化在线协作学习的分析

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Purpose - The rising popularity of social software poses challenges to the design and evaluation of pedagogically sound cross-cultural online collaborative learning environments (OCLEs). In the literature of computer-mediated communications, there exist only a limited number of related empirical studies, indicating that it is still an emergent research area. The purpose of this paper is to describe an OCLE -iCamp Space - which addresses the challenges by integrating three pedagogical concepts - cross-cultural collaboration, self-directed learning (SDL) and social networking - with the aim to advance participants' competencies and by mixed-method approaches to evaluating the complex situations. Design/methodology/approach - A validation field study involving four European countries was conducted. Groups of students co-created a questionnaire, which was assessed to provide an indicator of task performance. Multi-source (surveys, blogs, emails, diaries, chats, videoconference and interviews) and multi-perspective data1 (facilitators, students and researchers) were studied with social network analysis, content analysis and conversation analysis. Findings - Motivation of learners as well as facilitators is the critical success factor for an OCLE; voluntary involvement is recommended. Participants should be provided with basic training on the use of selected social software tools. Other critical success factors include task selection that contributes to participants' sense of ownership and moderately structured setting that offers some guidance whilst leaving room for the development of SDL competence. Originality/value - The paper enhances a limited, albeit increasing, number of empirical studies deploying social software for educational purposes. It thus contributes to a body of applied knowledge that enables a coherent understanding of this specific research topic to be drawn.
机译：目的-社交软件的日益普及对教学方法合理的跨文化在线协作学习环境（OCLE）的设计和评估提出了挑战。在计算机介导的通信文献中，只有很少的相关实证研究，表明它仍然是一个新兴的研究领域。本文的目的是描述OCLE-iCamp空间-通过整合三个教学概念（跨文化协作，自主学习（SDL）和社交网络）来应对挑战，旨在提高参与者的能力，并通过混合方法评估复杂情况。设计/方法/方法-进行了涉及四个欧洲国家的验证现场研究。几组学生共同创建了一个调查表，对它进行了评估以提供任务绩效的指标。通过社交网络分析，内容分析和对话分析，研究了多来源（调查，博客，电子邮件，日记，聊天，视频会议和访谈）和多角度数据1（主持人，学生和研究人员）。发现-学习者和促进者的动机是OCLE成功的关键因素；建议自愿参与。应该为参加者提供有关使用所选社交软件工具的基础培训。其他重要的成功因素包括任务选择（有助于参与者的主人翁意识）和结构适中的设置（可提供一些指导，同时为SDL能力的发展留出空间）。原创性/价值-本文增加了数量有限的经验研究，尽管数量不断增加，但这些经验研究都将社交软件用于教育目的。因此，它有助于积累一定的应用知识，从而使人们对这一特定的研究主题有连贯的理解。

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