Abstracts - Earli

presented independent learning abilities, time management skills, participation in discussion, andeffective interaction with students and lectures. The lecture will demonstrate the quantitativeresults and consider the various possibilities of integrating LD students in online courses.Trust and collaboration in Web-based environmentsHannele Niemi, University of Helsinki, FinlandPäivi Virtanen, University of Helsinki, FinlandAnne Nevgi, University of Helsinki, FinlandThe aim of the study is to explore the meaning of trust in collaborative processes, especially inweb-based learning environments in higher education. The theoretical framework is based onsocio-constructive theories. Theoretical concepts of metacognition and self-regulation of learningare also applied to collaborative processes. The data collecting methods are complementary usingboth quantitative and qualitative methods. The data have been collected in several user groups ofhigher education students The Web-based tool IQ Team have been used as a data collection tooland environment. It provides three self-assessment test sets to evaluate group processes. Theresults reveal that trustful atmosphere is highly related to positive group processes and knowledgecreation. The trustful atmosphere correlates strongest with innovation and creativity and withpower of collaboration. Innovations in the group and creativity have a strong relationship with ithow group members’ differences are seen as resource. Innovations are borne when conflictingideas are presented in positive and trustful atmosphere. The trustful atmosphere correlatednegatively with rejecting group and avoiding group roles, and positively with encouraging andsharing know-how group roles. Trustful atmosphere is also related positively to collaborativeinterdependence. Importance of the study is reflected from the perspective of the theoretical frameand different user groups. Working in on-line groups requires trust in collective actions. Sharingexpertise and creating knowledge in a group is a continuous reflective process, in which membersmust be aware of their roles, tasks, and how to monitor the work in a strategic way. The IQ Teamaims at advancing successful learning environments where group members can learn about theirown group and team members. The study provides co-operative tools and validated tests for highereducation and further research. The results urge to promote trustful atmosphere in joint learningprocesses.Augmented group awareness tools for supporting collaborative learningDaniel Bodemer, University of Tübingen, GermanyJürgen Buder, University of Tübingen, GermanyGroup awareness tools usually refer to information about the group and its members that would beeasily available in face-to-face settings, such as who is there, where other persons are located,where they are looking at, and what they are doing. However, the focus of our own research is onso-called augmented group awareness tools that are designed to provide information about entitiesthat actually surpass face-to-face levels to some degree. The tools are applied to the field ofcomputer-supported collaborative learning (CSCL) in order to implicitly structure collaborativelearning processes. A prototypical tool is introduced, which is intended to support online learninggroups by indicating group conflicts. It is based on user ratings of agreement and novelty ofcontributions, which are transformed and visualized as a feedback to the group. An experimentalstudy (N = 64) investigated the influence of this prototype on controversial online discussions anddecisions made by 4-person learner groups. The study employed an informed minority paradigmwhere one group member holds a correct viewpoint, but is faced with a 3-person majority holdingan incorrect viewpoint. It was shown that majority influence occurred in unsupported groups,– 111 –