The virtual classroom: learning without limits via computer networks
The virtual classroom: learning without limits via computer networks
Informal workplace communication: what is it like and how might we support it?
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
Rethinking video as a technology for interpersonal communications: theory and design implications
International Journal of Human-Computer Studies
Applied multivariate techniques
Applied multivariate techniques
TeleNotes: managing lightweight interactions in the desktop
ACM Transactions on Computer-Human Interaction (TOCHI)
Evaluation and implementation of distance learning: technologies, tools and techniques
Evaluation and implementation of distance learning: technologies, tools and techniques
Alone but Together: Adult Distance Study through Computer Conferencing
Alone but Together: Adult Distance Study through Computer Conferencing
Document Presence Notification Services for Collaborative Writing
CRIWG '01 Proceedings of the Seventh International Workshop on Groupware
Supporting informal co-located collaboration in hospital work
CRIWG'07 Proceedings of the 13th international conference on Groupware: design implementation, and use
International Journal of Distance Education Technologies
Beyond formality: informal communication in health practices
Proceedings of the 2013 conference on Computer supported cooperative work companion
Clairvoyance: A framework to integrate shared displays and mobile computing devices
Future Generation Computer Systems
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Informal interactions are often undervalued, yet, studies in office and educational environments show that they play an important role in successful collaborative projects. Online courses however, offer limited opportunities for informal interactions, which might put them at a disadvantage when compared to traditional courses. To evaluate possible technological solutions to this problem, we conducted a study of a computational system, designed to support informal interactions named CENTERS. The participants were 43 students from two different Mexican universities in four online courses, three undergraduate and one graduate. The data consisted of responses from two questionnaires, one applied at the beginning of the course and one at the end, and transcripts from all the courses. We tried to determine if the system increased the interaction among course participants, their satisfaction with the course, and if it helped reduce their feelings of isolation. Using multivariate statistical methods, including principal component analysis to detect possible associations among the variables, cluster analysis to measure the distances of similarity among the groups detected in the PCA and factor analysis to view the groupings of the parameters in their spatial arrangement, responses from our questionnaires were analyzed for associations among the variables considered in the study. Results suggest that CENTERS helps students reduce their feeling of isolation and increases collaboration among course participants. Additionally students who interacted more reported greater satisfied with the course in general, although this was not necessarily due to the use of the system.