Dr Niki Lambropoulos is an experienced HCI researcher and e-learning expert. Her interests fall into systems design for collective intelligence, collaborative e-learning, idea group management, user innovation networks and open innovation. She holds two BAs and a Diploma in Education from the University of Athens, Greece, an MA in ICT in Education from IoE, University of London, and a PhD in Embedded at London South Bank University. Dr Xristine Faulkner is a reader in HCI Education of the Department of Informatics at LSBU where she has taught for over 20 years. Fintan Culwin is a professor of Software Engineering Education and head of Department of Informatics at London South Bank University. His major research interest is academic integrity and plagiarism detection.
Supporting social awareness in collaborative e-learning
Version of Record online: 15 APR 2011
© 2011 The Authors. British Journal of Educational Technology © 2011 BERA
British Journal of Educational Technology
Volume 43, Issue 2, pages 295–306, March 2012
How to Cite
Lambropoulos, N., Faulkner, X. and Culwin, F. (2012), Supporting social awareness in collaborative e-learning. British Journal of Educational Technology, 43: 295–306. doi: 10.1111/j.1467-8535.2011.01184.x
- Issue online: 20 FEB 2012
- Version of Record online: 15 APR 2011
In the last decade, we have seen the emergence of virtual learning environments. Initially, these environments were a little more than document repositories that tutor used unicast to the students. Informed in part by social constructivist theories of education, later environments included capabilities for tutor–student and student–student, synchronous and asynchronous communication. The initial research of this paper reports the typical low usage of these capabilities. The main research attempted to ameliorate this problem by the provision of tools to promote a sense of social awareness as self-presence and copresence, and evaluation techniques to analyse e-learners' interactions. Data was obtained from prepost questionnaires, log files and social network analysis which augmented the data provided by the tools embedded in Moodle. The results indicate the importance of social awareness in effective e-learning; the quality of active participation can be increased by the use of associated tools. The e-tutor's role is still pivotal to facilitate and to support such engagement towards collaborative learning. Implications for future research suggest that social awareness tools and evaluation techniques can create awareness cues in an interface with a potential impact on learning.