Rack, Oliver
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Rack, Oliver
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- PublikationBeyond words: investigating non-verbal indicators of collaborative engagement in a virtual synchronous CSCL environment(Frontiers Research Foundation, 14.08.2024) Jeitziner, Loris Tizian; Paneth, Lisa; Rack, Oliver; Zahn, Carmen [in: Frontiers in Psychology]In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students’ non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationTeams an Fachhochschulen und Pädagogische Hochschulen – ein Ort der Kompetenzentwicklung?(28.06.2024) Kocher, Mirjam; Stucki-Sabeti, Shiva; Vollmer, Albert; Zellweger, Franziska; Eckhardt, Christine; Strauss, Nina-Cathrin; Haldemann, Rea; Sender, Anna; Merz, Nora; Rack, Oliver06 - Präsentation
- PublikationPredicting engagement in computer-supported collaborative learning groups using natural language processing(20.03.2024) Jeitziner, Loris Tizian; Paneth, Lisa; Rack, Oliver; Zahn, Carmen; Wulff, DirkCollaborative group engagement is a key factor of success in learning groups. This work explores the development of an innovative natural language processing method for predicting collaborative group engagement. To this end, we identified linguistic markers based on an established observation-based scheme for rating collaborative group engagement, such as, semantic similarity to task instructions, verbal mimicry, sentiment, and use of jargon. We evaluated the predictive power of the linguistic markers on the data of an observational study in which 38 learning groups were instructed to perform a collaborative learning task. Overall, the data consisted of 2588 expert ratings on collaborative group engagement. We relied on machine learning to the predict collaborative group engagement ratings using informative subsets of linguistic markers. The results showed above-baseline predictive accuracy for all four dimensions of collaborative group engagement. Moreover, the analysis of feature importance points to quantity of utterances, responsiveness and uniformity of participation as the most important markers for collaborative group engagement. By harnessing natural language processing, this work extends traditional qualitative analysis and delivers nuanced quantitative metrics suitable for capturing the complexity and dynamics of contemporary Computer Supported Collaborative Learning (CSCL) environments. Thereby, it contributes to the evolving landscape of CSCL research and demonstrates the potential of novel analytic techniques to support and enrich qualitative analysis in multiple domains.06 - Präsentation
- PublikationErhöhung sozialer Eingebundenheit in digitalen Lernsettings – Reicht die Einführung einer digitalen Lernplattform aus?(Forum Neue Medien in der Lehre Austria, 2024) Merz, Nora; Rack, Oliver; Schlatter, Monika [in: Zeitschrift für Hochschulentwicklung]Die digitale Transformation führt an Hochschulen zum vermehrten Einsatz digital unterstützter Lernsettings. Dadurch stellt sich die praxisrelevante Frage, wie sich die Einführung einer digitalen Lernplattform auf die soziale Eingebundenheit von Studierenden auswirkt. Durch Interviews (N=10) und eine Fragebogenerhebung (N=35) wurde untersucht, welchen Einfluss technische Features einer digitalen Lernplattform auf die soziale Eingebundenheit in einem Studiengang besitzen. Die Ergebnisse zeigen, dass nicht die technischen Features allein, sondern die Rahmenbedingungen einer digitalen Lernplattform sowie Kontaktangebote von Bedeutung für die soziale Eingebundenheit von Studierenden sind. Ergebnisse und Handlungsempfehlungen werden diskutiert.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationThe relationships between team process variables and conflict types - a systematic review(09.07.2023) Merz, Nora; Vollmer, Albert; Rack, OliverThe increasing use of teams within organizational contexts has led to a significant stream of literature examining the impact and consequences of intra-group conflicts on team outcomes. The purpose of this review is to identify and analyze process factors and emergent states in conflict research in terms of their impact on the relationship between conflict types (task, relationship, process and interest-based) and team effectiveness. A systematic literature search was conducted resulting in 182 articles included in the second screening. The preliminary results indicate different process factors and emergent states like conflict management styles and team cohesion. The results of the review give an overview of the process variables in conflicts and can be used to identify key factors for managing conflicts within teams. Furthermore, it can guide the development of interventions and training programs.06 - Präsentation
- PublikationKünstliche Intelligenz als Teammitglied in Lerngruppen – Wie möchten Studierende gemeinsam mit künstlicher Intelligenz kooperieren?(20.01.2023) Paneth, Lisa; Rack, Oliver; Zahn, Carmen06 - Präsentation
- PublikationA multi-method approach to capture quality of collaborative group engagement(International Society of the Learning Sciences, 2023) Paneth, Lisa; Jeitziner, Loris Tizian; Rack, Oliver; Zahn, Carmen; Damsa, Crina; Borge, Marcela; Koh, Elizabeth; Worsley, Marcelo [in: Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023]Multi-method approaches are an emerging trend in CSCL research as they allow to paint a more comprehensive picture of complex group learning processes than using a single method. In this contribution, we combined measures from different data sources to capture the quality of collaborative group engagement (QCGE) in CSCL-groups: QCGE-self-assessments, QCGE-ratings of verbal group communication, and video recorded nonverbal group behaviors. Using different methods of analysis, we visualized, described, and analyzed the data and related the measures to each other. Here, we present results suggesting that measures from different data sources are interrelated: For instance, nonverbal behavior (like nodding the head) is related to high QCGE-ratings of verbal communications. Results are preliminary and show disparities, too. Yet, we conclude that the multi-method approach results in a more comprehensive understanding of QCGE. Feasibility and suitability of the multi-method approach are discussed and conclusions for future research are drawn.04B - Beitrag Konferenzschrift
- PublikationExploring linguistic indicators of social collaborative group engagement(International Society of the Learning Sciences, 2023) Jeitziner, Loris Tizian; Paneth, Lisa; Rack, Oliver; Zahn, Carmen; Wulff, Dirk U.; Damşa, Crina; Borge, Marcela; Koh, Elizabeth; Worsley, Marcelo [in: Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023]This study takes a NLP approach to measuring social engagement in CSCL-learning groups. Specifically, we develop linguistic markers to capture aspects of social engagement, namely sentiment, responsiveness and uniformity of participation and compare them to human ratings of social engagement. We observed small to moderate links between NLP-markers and human ratings that varied in size and direction across the different groups. We discuss measurement and prediction of social collaborative group engagement using natural language processing.04B - Beitrag Konferenzschrift
- PublikationTeams als Lernorte für die Entwicklung des doppelten Kompetenzprofils (DKP)(13.09.2022) Vollmer, Albert; Kocher, Mirjam; Eckhardt, Christine; Zellweger, Franziska; Stucki-Sabeti, Shiva; Haldemann, Rea; Sender, Anna; Merz, Nora; Rack, OliverDer Kongressbeitrag fokussiert die Kompetenzentwicklung von wissenschaftlichem Personal im Rahmen von Teamarbeit «on the job» an Pädagogischen Hochschulen und Fachhochschulen. Die Grundlage bildet das von Swissuniversities geförderte Projekt «Teams als Lernorte zur Förderung des doppelten Kompetenzprofils» (7/2021-12/2024). Bislang wurde die Kompetenzentwicklung FHs/PHs aus individueller Perspektive betrachtet, dieser Beitrag stellt jedoch die Weiterentwicklung von Kompetenzprofilen auf Teamebene ins Zentrum. Präsentiert wurden erste Ergebnisse einer quantitativen Fragebogenerhebung, und einer qualitativen Inhaltsanalyse von Interviews des Projektes.06 - Präsentation
- PublikationExploring nonverbal behavior and collaborative group engagement in online learning groups(22.07.2022) Rack, Oliver; Paneth, Lisa; Jeitziner, Loris Tizian; Zahn, CarmenIn an explorative field study, we investigated nonverbal behavior and collaborative group engagement (QCGE) in online learning groups. Participants in small groups performed a hidden profile task. Results suggests differences within and between groups in their nonverbal behavior. We expect that nonverbal behaviors relate to QCGE in online learning groups.06 - Präsentation