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Human-Computer Interaction in the Developing World
Matthew Kam Apr 3, 2003
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Globally Distributed Knowledge Work
Opportunities R&D can be located anywhere in the world Collaboration across time zones, institutions and national boundaries Collaboration across geographically-dispersed sites can share resources and personnel
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Globally Distributed Knowledge Work
Examples Financial services Consulting Research Software production Distance learning Telemedicine Managing geographically-dispersed manufacturing
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What is at Stake? Developing countries
Potential to lessen impact of distance Potential for greater participation through knowledge work and global trade in services Global virtual production teams Scientific collaboratories Distance learning Trade more important than other forms of assistance, credit and international cooperation [Jaramillo]
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What is at Stake? Developed countries
Opportunity to develop products and services that are sensitive to multiple cultural perspectives and needs of people around the world
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Collaboratory “Laboratory without walls” Comprise both
Technologies Socio-processes Networked organizational structure Potential testbed for remote CSCL
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Computer-Supported Collaboration Learning
Motivation Collaborative learning enhances student ratings of virtual courses [Hiltz 1990] Media richness in technological tools can mediate differences between F2F and CMC channels
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Study Design Each weekly session consists of
Intro discussion / presentation (1 hr) Unstructured decision-making task (1.5 hr) Report (0.5 hr) Made use of rich-media CMC tools
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Participants 4 research universities 13-week seminar
2 in USA 2 in South Africa 13-week seminar “Globalization and the Information Society” 35 graduate students Half were F2F teams Half were completely-remote teams
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Tasks Decide on stakeholder grouping and organization to represent
Research background to organization Develop strategy for organization to influence global policy Prepare paper and slides
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Research Questions Impact of group mode Impact of faculty presence
Co-located vs. remote Impact of faculty presence Faculty is co-located vs. remote Impact of geographic location USA vs. South Africa
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Results Group mode (co-located vs. remote)
No relationship between group mode and student satisfaction => more possibilities for remote CSCL F2F group (73%) has higher perception of group as “learning community” than remote group (63%) Nevertheless, students claimed to learn more from diverse group background
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Results Faculty presence
Physical presence of faculty has small but measurable effect on student satisfaction More comfortable asking questions when faculty is physically present Less student motivation with absent faculty But no major difference due to faculty presence => pedagogy model (i.e. inquiry-based learning) more important than faculty’s physical presence
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Results Faculty presence
No difference between students in USA and South Africa in terms of preference for faculty presence
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Results Geographic location
Participants in South Africa have higher satisfaction levels => higher “collaboration readiness” on the part of South African students Collaboration readiness is factor for success of CSCW Participants in South Africa found greater value in their syndicates as learning communities Interesting, more USA participants found their South African team-mates to be less committed
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