CSCL 2005: STUDENT COMMUNITY WORKSHOP PAPER COVER PAGE STUDENT DETAILS Name: Ravi Vatrapu Dissertation Title: Cross-Cultural effects and affects in Asynchronous Learning Networks

Usability, Sociability, and Learnability: A CSCL Design Evaluation Framework

In this paper, we propose a three component CSCL design evaluation framework of usability, sociability, and learnability. Usability refers to the ease of use and subjective learner satisfaction with CSCL systems. Sociability refers to the CSCL system support for social interactional processes such as conversation, cooperation, deliberation, and/or argumentation. Learnability refers to the evalu...

Knowledge construction through CSCL: Student elaborations in synchronous, asynchronous, and three-dimensional learning environments

Culture and Computers

Our research is aimed at a systematic investigation of phenomena in the nexus of culture, technology and learning. The basic premise of our research is that social affordances of technologies might vary along cultural dimensions. In this paper we present a brief overview of the concept of culture. We then discuss empirical findings demonstrating cultural effects on social behavior, communicatio...

Adding eyebrows to CSCL; understanding the combined use of synchronous and asynchronous communication, and the role of motivation in computer-supported collaborative learning

This dissertation addresses the combined use of asynchronous and synchronous communication in online computer-supported collaborative learning (CSCL) and the relation with students’ motivation. Previously, online communication had been asynchronous and text-based. Technological developments have recently made it possible to support online learning processes by the use of rich synchronous commun...

Vitrual Interactivity: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses

This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of des...