Much is written about the benefits of computer-supported collaborative learning (CSCL) but many accounts report problematic interactions and less than desirable outcomes for attempts at CSCL. A theoretical approach is presented that is grounded in a social identity perspective of groups and seeks to promote and support successful collaborations. Using this approach, along with examples from laboratory and field studies, key concepts such as cohesion, participation, accountability and group norms ... Continue Reading
Collaboration and groupwork
Social presence in distributed group environments: The role of social identity
Rogers, P. & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behaviour & Information Technology, 24,151-158.
This paper argues that to achieve social presence in a distributed environment, it is not necessary to emulate face-to-face conditions of increased cues to the interpersonal. Rather, it is argued, that a sense of belongingness to the group, or perceptual immersion in the group, can be realised through the creation of a shared social identity between group members. From this perspective, social presence is a function of the cognitive representation of the group by group members and not the ... Continue Reading
SIDE-VIEW: Evaluation of a prototype system to develop team players and improve productivity in Internet collaborative learning groups
Lea, M., Rogers, P. & Postmes, T. (2002). SIDE-VIEW: Evaluation of a prototype system to develop team players and improve productivity in Internet collaborative learning groups. British Journal of Educational Technology 33, 53-64.
This paper briefly summarizes the initial development of a computer-supported collaborative learning environment and evaluates its effects in relation to the productivity of CSCL groups. The design of the SIDE-VIEW system is driven by the social identity approach to understanding group behaviour and is premised upon the need to establish congruity between the self-definition of group members and their collaborative learning tasks. We begin by outlining the rationale for the system in relation to ... Continue Reading
SIDE-VIEW: An interactive web environment to support group collaborative learning
Lea, M., Postmes, T. & Rogers, P. (1999). SIDE-VIEW: An interactive web environment to support group collaborative learning. Educational Technology and Society 2, 33-34.
The aims and objectives are: (1) To provide a specification for the design of an interactive web environment to support group collaboration among geographically dispersed higher education students, based on recent social psychological theorizing about computer-mediated group interaction and ethnographic study of the problem domain of peer-learning and collaboration. (2) To iteratively develop a prototype software system, comprising a series of interactive web pages to support group ... Continue Reading
Social processes and group decision making: Anonymity in group decision support systems
Postmes, T. & Lea, M. (2000). Social processes and group decision making: Anonymity in group decision support systems. Ergonomics, 43, 11521274. (Special issue on Contemporary theory and methods in the analysis of team working).
Various social processes in decision-making groups are considered detrimental to the quality of decisions. It is often assumed that removing the ability for groups to exert strong social influence on its members improves group decisions. Group decision support systems (GDSSs) are increasingly used to remedy the social faults of the decision-making process in groups. In these systems, anonymity is seen as a tool to reduce the impact of the group over its members, and therefore as the key to ... Continue Reading
Cohesion in Online Groups
Rogers, P. & Lea, M. (2004). Cohesion in Online Groups. In K. Morgan, C. A. Brebbia, J. Sanchez & A. Voiskounsky (Eds.). Human Perspectives in the Internet Society: Culture, Psychology and Gender. Southampton: WIT Press (pp.115-124).
Groups are traditionally defined in terms of the interpersonal bonds that exist between group members and thus cohesion is based on the strength of those bonds. The transition of this definition of the group onto online groups leads to attempts to emulate face to face behaviour through presentation of group member pictures, video and detailed personal descriptions. However, this can be problematic due to reduced bandwidth and individual cues necessary for supporting ... Continue Reading
Social processes in electronic teamwork: The central issue of identity.
Lea, M., Spears, R. & Rogers, P. (2003). Social processes in electronic teamwork: The central issue of identity. In S. A. Haslam, D. van Knippenberg, M. J. Platow, & N. Ellemers (Eds.). Social identity at work: Developing theory for organizational practice. (pp. 99-116). New York: Psychology Press.
In this chapter we argue that issues of identity are central to understanding how communication technologies affect organizational practice. We develop this argument by first reviewing some of the dominant approaches to understanding the social psychological processes implied or held responsible for CMC effects. We highlight the common themes underpinning these approaches, and trace their origins. As we hope to make clear, despite the variety of approaches, they rely nevertheless on a small set ... Continue Reading
Representations of the group and group processes in CSCW research: A case of premature closure?
Lea, M & Giordano, R. (1997). Representations of the group and group processes in CSCW research: A case of premature closure? In G.C. Bowker, S. L. Star, W. Turner & L. Gasser, (eds.). Social Science, Technical Systems and Cooperative Work: Beyond the Great Divide (pp. 5-26). Mahwah, NJ: LEA
This paper considers the extent to which the representation of the 'group' and 'group processes' in the design of CSCW and groupware[1] systems reflects some of the wider preoccupations of the computing and telecommunications communities. This is part of our larger concern, which is that activity modelers tend to represent human activities in ways that are most appropriate to the tools and techniques they have at hand. This implies that their modelling activities go beyond viewing human ... Continue Reading