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Universit¨atHildesheim Institut fur¨ Informationswissenschaft und Sprachtechnologie Magisterarbeit im Studiengang Internationales Informationsmanagement Web-based Communication in an Intercultural Learning Project – Analysis and Development Potentials of the Global Teenager Project Anne Schanz January 31, 2010 Erstgutachter: Prof. Dr. Joachim Griesbaum Zweitgutachter: Prof. Dr. Thomas Mandl This work is published under the Creative Commons Attributions-Non-Commercial-Share Alike Licence 3.0. You may: Copy, distribute, adapt and transmit the work as long as you do so under the same licence as this one and include the name of the author. You may not use this work for commercial purposes. The full licence can be found under http://creativecommons.org/licenses/by-nc-sa/3.0/de/deed.en Anne Schanz Matrikelnr. 194484 Ritterstraße 63 10969 Berlin Germany [email protected] i Abstract The present study analyses the nature of online communication and its position in the Global Teenager Project, a web-based intercultural learning initiative. It attempts to deduce de- velopment potentials for improving project participants’ experiences as well as to increase the extent to which pedagogical project goals are met. In order to locate the project in a theoretical frame, deliberations in the first part of the study draw on theories related to the fields of online learning, intercultural communication and computer-supported collaborative learning. In the analysis part of the study, prior to the derivation of the conclusion, students’ expectations and needs were assessed using two surveys. It was found that a considerable development potential related to interactive student-to-student communication exists. The author thus proposes and evaluates, after conducting a requirements analysis, three commu- nity software alternatives which meet the specific needs of the project. The value of this study further lies in the analysis of habits of access and use of information and communication technologies, utilizing samples from 258 participants in 11 countries. Zusammenfassung Die vorliegende Studie analysiert die Online-Kommunikation des webbasierten, interkultu- rellen Schuler-Lernprojekts¨ Global Teenager Project“. Sie zielt zum einen darauf ab, Ent- ” wicklungspotenziale fur¨ die Verbesserung der Teilnehmerzufriedenheit aufzudecken, und zum anderen die Erreichung p¨adagogischer Projektziele zu verbessern. Um dem Projekt einen theoretischen Rahmen zu geben, erfolgt im ersten Schritt eine Darlegung der fur¨ die Arbeit bedeutsamen Theorien aus den Bereichen E-Learning, In- terkulturelle Kommunikation und Computer Supported Cooperative Learning. In einem weiteren Schritt werden anhand von zwei Befragungen weiterhin die Erwartungen und Bedurfnisse¨ der Teilnehmer analysiert und diskutiert. Aus dem Ergebnis der Untersuchung l¨asst sich ableiten, dass ein deutliches Entwicklungspotenzial im Bereich der webbasierten, reziproken Kommunikation der Pojektteilnehmer besteht. Die Autorin bewertet und emp- fiehlt infolgedessen, aufbauend auf einer Anforderungsanalyse, drei alternative Community- Softwarel¨osungen, die den besonderen Anforderungen des Projekts gerecht werden. Des- weiteren gibt die Studie einen Einblick in die Nutzungsh¨aufigkeiten und -gewohnheiten von Informations- und Kommunikationstechnologien von 258 Projektteilnehmern aus 11 L¨andern. Contents List of Figures vii List of Tables ix Acknowledgements xi I. Context and Concepts1 1. Introduction3 1.1. Motivation . .3 1.2. Aims of this Study . .4 1.3. Outline of this Study . .5 2. Describing the Global Teenager Project7 2.1. Concept and Development . .7 2.2. Roles . .9 2.3. Aims . 10 2.4. Means of Communication . 11 2.5. The Concept of Learning Circles . 13 2.6. Similar Projects . 17 2.6.1. eTwinning Europe . 18 2.6.2. iEARN Learning Circles . 19 2.6.3. Global Nomad Group . 20 2.7. Conclusion . 21 3. Theoretical concepts 23 3.1. Laying the Foundations: Learning theories . 23 3.1.1. Conditioning Black-Boxes: Behaviourism . 24 3.1.2. Improving Memory: Cognitivism . 25 3.1.3. Contextualizing Learning: Constructivism . 27 iv Contents 3.1.4. Tying the Knots: Connectivism . 28 3.1.5. Applying Connectivism to the Global Teenager Project . 33 3.2. Communication Theories . 35 3.2.1. Foundations in Communication Studies and Applied Linguistics . 35 3.2.2. Media ommunication Theories : the Internet as a Means of Mass Communication? . 41 3.3. Computer Supported Cooperative Learning . 42 3.3.1. Classifying CSCL - a mathematical Approach . 43 3.3.2. Two Models of Group Formation in CSCL . 47 3.3.3. Choosing the right Medium . 50 3.3.4. Conclusion . 56 3.4. Dimensions of CSCL Scenarios . 57 3.4.1. CSCL in an intercultural Context . 59 3.4.2. Conclusion . 63 3.5. Applying the Concept of CSCL to GTP Practice . 64 3.5.1. Meta-learning Skills through Written Communication . 65 3.5.2. CSCL Dimensions and the Global Teenager Project . 65 3.5.3. Establishing a Sense of Community in GTP . 66 3.5.4. The GTP and Garrison’s Model of Practical Inquiry . 68 II. Case Study: Web-based Communication within the Global Teenager Project 71 4. Development Potentials of the Global Teenager Project 73 4.1. Survey Instruments . 73 4.1.1. Methodological Considerations related to Survey Design . 73 4.1.2. IICD Monitoring&Evaluation Data . 81 4.2. Deriving Software Criteria from a theoretical Perspective . 82 4.2.1. Implications from Learning Theories . 83 4.2.2. Higher-order Learning and Critical Thinking . 84 4.2.3. Meta-Learning Communication Skills . 84 4.2.4. Intercultural Awareness . 85 4.2.5. Conclusion . 87 4.3. Present Shortcomings . 88 4.3.1. GTP Students’ use of Computers . 88 4.3.2. GTP Students’ Use of the Internet for Project Communication . 89 4.3.3. Conclusion . 90 4.4. Students’ Expectations towards GTP (First Survey) . 91 4.4.1. Investigating Preferences in interaction Types . 92 4.4.2. First Survey - Results . 92 Contents v 4.4.3. Conclusion . 96 4.5. Reviewing GTP’s Learning Circle Goals . 96 4.5.1. Mapping the subjective Self-Assessment of Students to GTP Goals . 96 4.5.2. Discussion of Results . 98 4.5.3. Conclusion . 99 4.6. Enquiring Students’ Preferences within online Communication (Second Survey)100 4.6.1. Students’ online Communication: Context of Use . 101 4.6.2. Students’ online Communication: Preferences . 106 4.6.3. Discussion of Results . 108 4.6.4. Conclusion . 109 5. Software Solutions 111 5.1. Identifying Software Requirements . 111 5.1.1. Requirement Implications derived from previous Chapters . 112 5.1.2. Constraints . 115 5.1.3. Conclusion . 118 5.2. Classification of Requirements . 118 5.2.1. The Data Model of the GTP . 119 5.3. Collection of Software Solutions . 120 5.3.1. Elgg . 121 5.3.2. BuddyPress . 121 5.3.3. .LRN . 123 5.4. Matching Software and Requirements . 124 5.5. Results and Suggestions . 125 5.5.1. Conclusion . 128 6. Conclusion 131 6.1. Applying Solutions to the GTP Context . 131 6.2. Critically reflecting the Approach . 133 6.3. Outlook and further Research . 136 Bibliography 139 Appendix A First survey questionnaire . .B Second survey questionnaire . .E Website ranking . .I Social Networks and legal restrictions Burkina Faso . .J Social Networks and legal restrictions Canada . .L Social Networks and legal restrictions Latvia . .M Social Networks and legal restrictions United Kingdom . .N vi Contents Social Networks and legal restrictions The Netherlands . .P Social Networks and legal restrictions Hungary . .R Email Margaret Riel . .S Answer mapping coding instructions . .W Chat experiences Latvia . .X List of Figures 2.1. Number of GTP groups by country . .8 2.2. Number of GTP groups by continent . .9 3.1. Types of Learning Interaction . 28 3.2. Shannon and Weaver’s communication model . 35 3.3. Screenshot of the IplusWiki . 48 3.4. Dimensions of Computer mediated communication . 53 3.5. Garrison’s model of critical inquiry applied to the GTP . 69 4.1. Screenshot of the first survey’s French welcome screen . 75 4.2. Distribution of first survey responses by gender . 77 4.3. Distribition of first survey responses by country . 77 4.4. Distribution of first survey responses by age . 78 4.5. Distribution of second survey responses by country . 79 4.6. Distribution of second survey responses by age . 79 4.7. Activities ranked first by country . 93 4.8. Activities ranked last by country . 93 4.9. Second survey answers by continent . 101 4.10. Devices used for communication by continent . 101 4.11. Mobile phone activities by continent ..