Anne Deiglmayr

Collaborative problem-solving with distributed information: The role of inferences from interdependent information

This article studies inferences from distributed, interdependent information in group problem-solving. Three inference types (collaborative, individual, and shared) are distinguished, based on information sharing and distribution, with a special focus on collaborative inferences that generate new information no individual group member could have inferred. In an experiment, n= 27 dyads solved a specifically designed inference task. Inferences from shared information were the most likely, individual inferences from unshared information less likely, and collaborative inferences from unshared, distributed information the least likely to be drawn. An analysis of inference patterns in dyads’ discussions points towards the individual- and group-level processes involved in drawing collaborative inferences, and explains why first support measures explored in this study were not optimally designed.

Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication

Research on computer-supported instructional communication (CSIC) involves the study of interactions between instructors, learners, and system components in computer-based learning environments. At least two strands of research can be identified that are crucial for the understanding of CSIC: From the learning perspective, rooted in cognitive and educational psychology, CSIC is analyzed with regard to its potential for promoting specific cognitive processes, and thus ultimately for improving learning. From the communication perspective, rooted in social psychology and communication science, CSIC is analyzed with regard to conditions that affect its effectiveness and efficiency. CSIC researchers face the challenge of integrating the two traditionally separate research strands and their distinct methodological frameworks. In turn, new methods and findings emerging from an integrative application of research methods are leading to new conceptual challenges regarding the causal mechanisms mediating between the interindividual and the intraindividual levels in CSIC. We provide examples of CSIC research that demonstrate successful methodological integration, and introduce open conceptual challenges.

Future core research areas and associated research challenges for technology-enhanced learning: results of an international Delphi study

We present emerging trends and challenges in research on Technology-Enhanced Learning (TEL) that resulted from an international Delphi study. The study used the input from members of the European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning LArge-scale multidisciplinary Research), as well as input from two international panels of experts (n

The Stellar Delphi study on Technology Enhanced Learning

In this paper we present a snapshot of the STELLAR Delphi Study on Technology-Enhanced Learning (TEL). This Delphi study was embedded in the work of the STELLAR European Network of Excellence. Five Delphi rounds including two large, global survey-rounds were conducted to identify future trends and visions for TEL research. This paper concentrates on the rationale behind the study design and gives a short overview of the methods and results of each of the Delphi rounds.