The impact of computer supported written communication in a collaborative project based learning scenario

In my thesis we analyze the Computer Supported Written Communication (CSWC) behaviour of sixty pre-service teachers engaged in a collaborative long term project based learning unit. With a process-oriented user-centred design approach [Bannon, 1991] we compare the interchanged Text messages of project groups (twenty groups of three people) with their personal perception. A preliminary study has been implemented to capture the capability to formulate and write down thoughts on a keyboard-based computer interface. Two surveys are proposed, one at the beginning and one at the end of the project. The content of the interchanged written communication is analyzed by qualitative content analysis following the communicative model of collaborative learning [Cecez-Kecmanovic, 2000]. The preliminary research showed that the range of typing efficiency was more homogenous than the content quality. The results of the surveys and the content analysis and the project outcome is presented.