Daniela Straub
[Person] [Project]
Daniela Straub, Dipl. Psych.
Short Vita:
- 1968:
- Born in Dinkelsbuehl (Germany).
- 1990 - 1994:
- Studies of Psychology at the University of Fribourg (Switzerland).
- 1994 - 1997:
- Studies of Psychology at the University of Tübingen (Germany).
- 1997:
- Graduation in Psychology at the University of Tübingen (Germany). Thesis: "Wissenserwerb in Computerkonferenzen" (Knowledge acquisition through computer-conferencing).
- 1998 - 2000:
- Scientific assistant at the department Applied Cognitive Science at the German Institute for Research on Distance Education (DIFF) at the University of Tübingen (Germany).
- Feb 1999 - Aug 2000:
- Ph.D. student of the VGK.
Contact:
Phone: +49 (0)711 9060-301
FAX: : +49 (0)711 9060-299
Email: dstraub@kpmg.comKPMG Consulting GmbH
Ph.D. Project
Topic: The Impact of Common Ground on the Interactive Process of Communication and Knowledge Acquisition in Computer Supported, Cooperative Learning Groups.
Supervisor: Prof. Dr. Dr. Friedrich W. Hesse (DIFF, Tübingen).
Start/End of the Ph.D.project: January 1998 / August 2000.
Summary
Schegloff and Sacks (1973) noticed that form and contents of answers depend on preceding statements and called these structures "adjacency pairs" (see also Anderson and Boyle, 1994). Typical examples are sequences of questions and answers. They appear when information is requested or information could not be understood (Graesser & McMahen, 1993, Hirst et al., 1994). The reason for this is often a lack of common ground (Clark, 1996) between the participants in a discussion: The speaker and an addressee differ in their mutual knowledge (for example, an expert and a novice). According to this, the central process in knowledge acquisition is the extension of the common ground and the reduction of differences in knowledge by the exchange of information through interactive communication. For that, feedback about what has been understood (Minondo & Navarro, 1998) and questions (Graesser & McMahen, 1993) play an important role.
Levin, Kim and Riel (1990) were able to demonstrate that computer supported, asynchronous and text based communication lead to new kinds of "adjacency pairs", because many referring replies could follow only one message.
Altogether, these studies will raise up the question about the effect of the common ground between participants of computer supported cooperative learning groups on the exchange of information and the impact on knowledge acquisition.
The initial study examined the process of exchanging information through interactive communication occurring in computer supported learning groups. The study analyzed the characteristics of the information (questions, broadness of subject and completeness, redundant information or information producing cognitive dissonance) which is followed by replies and the contents of these replies considering the common ground of the participants. The aim is to discover successful interactive communication in contrast to less successful processes on gaining knowledge.
A further study will examine how a different common ground in learning groups will influence the information exchange and the knowledge acquisition. For this, two research conditions will be varied: In the first, two of four participants will have the same knowledge about a topic whereas in the other condition none of the participants share the same knowledge. For the examination of the research question the content of messages and the interactions between the participants of asynchronous computer supported and cooperative learning groups will be analyzed. The knowledge acquisition has been judged by a test.
Further research:
In a preceding study (Straub, 1997), the impact of the amount of information, relevant to knowledge acquisition, and the connection of the messages though the reply function on the knowledge acquisition in computer supported learning groups have been examined. Results revealed an impact of relevant messages in contrast to irrelevant information on the length of reading time as well as on repeated opening of information. The results show further, that the participants worked on information in a mainly chronological order. In further analysis of data (Straub, 1998) an impact of the reply function on the characteristic of communication were ascertained. The results showed that communication strategies of participants using the reply function to answer a message have more characteristics of a face to face dialogue than a written dialogue. Participants communicating without reply function, however, rather behaved as if communicating by letter.
References:
Anderson, A. H. & Boyle, E. A. (1994). Forms of Introduction in Dialogues: Their Discourse Context and Communicative Consequences. Language and Cognitive Processes, 9, 101-122.
Clark, (1996). Using Language. Cambridge: Cambridge University Press.
Graesser, A. C. & McMahen, C. L. (1993). Anomalous Information Triggers Questions when Adults Solve Quantitative Problems and Comprehend Stories. Journal of Educational Psychology, 85 (1), 136-151.
Hirst, G., McRoy, S. Heeman, P., Edmonds, P. Horton, D. (1994): Repairing conversational misunderstandings and non-understandings. Speech communication, 15, 213-229.
Levin, J. A., Kim, H. & Riel, M. M. (1990). Analyzing instructional interactions on electronic message networks. L. M. Harasim (Ed.), Online education, 185-214. New York: Praeger.
Minondo, B. & Navarro, C. (1998). Control of Understanding in Task Involving Medical Assistance Given by Telephone. Psychological Reports, 82, 603-610.
Schegloff, E. A. & Sacks, H. (1973). Opening Up Closings. Semiotica, 25, 289-327. 8.
Straub, D. (1997). Wissenserwerb in Computerkonferenzen. Diplomarbeit. Psychologisches Institut der Universität Tübingen.
Straub, D., Schwan, S., Hesse F. W. & Buder, J. (1998). Strategien der Kommunikation in virtuellen Diskussionsrunden. In W. Hacker (Hrsg.). Abstracts des 41. Kongresses der Deutschen Gesellschaft für Psychologie: Diskette und Programm, S. 135, Technische Universität Dresden, 27.9.-1.10.1998. Lößnitz-Druck GmbH Dresden.
Publications
Straub, D., Baehring, T. (1999). Telematik: Kooperatives Lehren und Lernen in Computernetzen. In: J. Jerosch (Hg.). Rechnergestützte Verfahren in Orthopädie und Unfallchirugie. Steinkopf-Verlag.
Straub, D. (1999). Der Einfluß der übermittelten Information auf Replys und den Wissenserwerb der Teilnehmer kollaborativer computergestützter Lerngruppen. In: I. Wachsmuth, B. Jung (Hrsg.). KogWis99. Proceedings der 4. Fachtagung der Gesellschaft für Kognitionswissenschaft. Bielefeld, 28. September-1.Oktober 1999.
Straub, D., Schwan, S., Hesse F. W., Buder, J. (1998). Strategien der Kommunikation in virtuellen Diskussionsrunden. In W. Hacker (Hrsg.). Abstracts des 41. Kongresses der Deutschen Gesellschaft für Psychologie: Diskette und Programm S. 135, Technische Universität Dresden, 27.9-1.10.1998. Lößnitz-Druck GmbH Dresden.
Buder, J., Schwan, S., Hesse F. W, Straub, D., (1998). Zum Einfluß von Meta-Informationen auf den Wissenserwerb in telematischen Gruppen. In W. Hacker (Hrsg.). Abstracts des 41. Kongresses der Deutschen Gesellschaft für Psychologie: Diskette und Programm S. 135, Technische Universität Dresden, 27.9-1.10.1998. Lößnitz-Druck GmbH, Dresden.
Straub, D., Schwan, S. (1997). Einfluß von Verknüpftheit und Menge der Mitteilungen auf Lernstrategien in virtuellen Seminaren. In: Langfeldt, H.-P. (Hrsg.). 6. Tagung der Fachgruppe Pädagogische Psychologie in der Deutschen Gesellschaft für Psychologie: Programm, Informationen und Abstracts, S. 23. Johann Wolfgang Goethe-Universität, Frankfurt am Main, 29. September - 1. Oktober. Landau: Verlag Empirische Pädagogik.
Straub, D., Schwan, S. (1997). Wissenserwerb in Computer-Konferenzen: Auswirkungen von Mitteilungsmenge und Mitteilungsverknüpftheit auf den Lernerfolg. In E. van der Meer, Th. Bachmann, R. Beyer, C. Goertz, H. Hagendorf, B. Krause, W. Sommer, H. Wandke & M. Zießler (Hrsg.). Experimentelle Psychologie. Abstracts der 39. Tagung experimentell arbeitender Psychologen, S. 23, Humboldt-Universität zu Berlin, 24.-27 März. Lengerich: Pabst.
Hesse, F. W., Schwan, S., Giovis, C., Straub, D., Buder, J., Heins, J. & duBois, H. (1995). Handbook for designing learning scenarios for TLE. EOUN Project Deliverable Nr. 18.
Presentations/Workshops/Conferences
Oktober 1999 "Zum Einfluß des Common Grounds auf den interaktiven Kommunikationsprozeß und den Wissenserwerb in computergestützten kollaborativen Lerngruppen". Herbstschule Kognitionswissenschaft des Virtuellen Graduierten-Kollegs. Heidelberg (Germany).
September 1999 "Der Einfluß der übermittelten Information auf Replys und den Wissenserwerb der Teilnehmer kollaborativer computergestützter Lerngruppen". 4. Fachtagung der Gesellschaft für Kognitionswissenschaft, Bielefeld (Germany).
Sep. / Okt. 1998 "Strategien der Kommunikation in virtuellen Diskussionsrunden". 41. Kongreß der Deutschen Gesellschaft für Psychologie, Dresden (Germany).
Juni 1998 "Knowledge acquisition through computer mediated discussions". Ed-Media / Ed-Telekom. Freiburg (Germany).
September 1997 "Zum Einfluß von Verknüpftheit und Menge der Mitteilungen auf Lernstrategien in virtuellen Seminaren".
6. Tagung der Fachgruppe Pädagogische Psychologie, Frankfurt/ am Main (Germany).März 1997 "Wissenserwerb in Computerkonferenzen". 39. Tagung experimentell arbeitender Psychologen, Berlin (Germany).
Oktober 1995 "Methodological approaches in the area of computer-based communication". Int. Workshop Medien & Kognition, Tübingen (Germany).
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Last update: 5 Dec 2002, Erik Ründal
URL: www.vgk.de/projects/straub/index.html