Avdullahu, A., Rummel, N., & Herrmann, T. (2024).
In hybrid collaboration settings, co-located and remote learners simultaneously work together on shared material and joint tasks. Promoting equal participation of all group members in hybrid collaboration - especially the remote ones - is a particular, yet underresearched challenge. To address this research gap, in a previous study we identified 16 requirements for improving hybrid collaboration. We converted each requirement into multiple solution options that help to meet the respective requirement. As not all these options can be integrated into the design of a hybrid collaboration setting, we need to know how these options can be prioritized and which combination of them is most promising and should be further investigated. Thus, we conducted six focus group sessions with three collaborative learners (university students) each to gain further insights into the appropriate design. We used storyboards and scenarios with conceptual designs of the solution options for each requirement that needed final design decisions in order to discuss possible solutions. The results of our exploration helped to identify a hybrid collaboration setting that might be most promising for promoting equal participation: On the basic technical side, for example, each co-located participant should use their own camera in addition to one shared camera for the whole group. The identified setting also combines script-based support with a group awareness tool. Thus, it, provides guidance on how to approach group work to ensure equal participation, and additionally allows to reflect on whether contributions are being distributed equally.
Exploring design options for promoting equal participation in hybrid collaboration settings in higher education. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), LNCS, Technology enhanced learning for inclusive and equitable quality education: 19th european conference on technology enhanced learning (pp. 19–33). Springer Nature Switzerland.
Avdullahu, A., Rummel, N., & Herrmann, T. (2024).
In hybrid collaboration settings, co-located and remote learners simultaneously work together on shared material and joint tasks. Promoting equal participation of all group members in hybrid collaboration - especially the remote ones - is a particular, yet underresearched challenge. To address this research gap, in a previous study we identified 16 requirements for improving hybrid collaboration. We converted each requirement into multiple solution options that help to meet the respective requirement. As not all these options can be integrated into the design of a hybrid collaboration setting, we need to know how these options can be prioritized and which combination of them is most promising and should be further investigated. Thus, we conducted six focus group sessions with three collaborative learners (university students) each to gain further insights into the appropriate design. We used storyboards and scenarios with conceptual designs of the solution options for each requirement that needed final design decisions in order to discuss possible solutions. The results of our exploration helped to identify a hybrid collaboration setting that might be most promising for promoting equal participation: On the basic technical side, for example, each co-located participant should use their own camera in addition to one shared camera for the whole group. The identified setting also combines script-based support with a group awareness tool. Thus, it, provides guidance on how to approach group work to ensure equal participation, and additionally allows to reflect on whether contributions are being distributed equally.
Exploring design options for promoting equal participation in hybrid collaboration settings in higher education. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), LNCS, Technology enhanced learning for inclusive and equitable quality education: 19th european conference on technology enhanced learning (pp. 19–33). Springer Nature Switzerland.