A cross-case comparison of BSCW in different educational settings Klaas Sikkel, Lisa Gommer & Jan van der Veen University of Twente.

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Presentation transcript:

A cross-case comparison of BSCW in different educational settings Klaas Sikkel, Lisa Gommer & Jan van der Veen University of Twente

Contents [KLAAS] Introduction, BSCW [LISA] Research set-up, sample cases Results [KLAAS] Conclusions

Basic Support for Cooperative Work Virtual space in which members can store files, messages, … Technical features include: Basic version management Locking Awareness information

Functions used in education Archiving Collaborative authoring Discussion Reviewing Monitoring Communication Using ICT Logistics Course info Access control

Evaluation framework Reasons for success / failure of BSCW in education 7 case studies covering a wide range of educational activities Data from BSCW evaluation and external cases Analysis and cross-case comparison

Case 1. Didactic training Teacher training course for new staff members Course sessions every two weeks + group work in between Experience ICT in education BSCW as support for groupwork and personal portfolio

Case 6. Pupil Counselling Course: Pupil counselling and remedial teaching (25 students) Students work on assignments in groups of 3 Presentation of deliverables to students and teachers via BSCW Commenting on other groups

Results

Criteria for acceptance 4E model (Collis) Effectiveness Ease of use efficiency, learnability,user-friendliness Engagement personal feelings about use of ICT Environment organisational, social-cultural, technological

Effectiveness / Efficiency Effectiveness traps 1 The tool is not effective for the task 2Using the tool is not effective for the aims of the course (from the students’ perspective) Efficiency trap 3There is a more efficient way to perform the same task

Conclusions 1Shared workspaces are most effective and efficient when used for their ‘core’ functionality: an online repository for objects of collaborative work (Generally, most tools are most efficient for the purpose for which they were created)

Conclusions (contd.) 2Use ICT when it serves a purpose, not simply because it’s there The leading question ought to be “what is the right medium for...” rather than “can we use ICT for...”

More details in a technical report K. Sikkel, E.M. Gommer, J.T. van de Veen (2000) Using Shared Workspaces in Higher Education. DOC 00-30, DINKEL Institute, University of Twente, Enschede, The Netherlands retrievable from