Abstract
The COVID-19 pandemic has impacted the use of technology in classroom experience with group collaborative projects. Group collaboration and the skills absorbed at the time of collaboration is an essential part of a student’s higher educational journey, because it prepares students for workplace collaboration post-graduation [1]. Prior to graduating, an undergraduate student will encounter at least one group project that is classified as a required deliverable in at least one of their course curriculums. In all technology related curriculums, computer-mediated communication (CMC) is an essential part of an instructor’s course material deliverable process, the way instructors communicate with their students, and the way students communicate with their peers. The need for a shift in the way humans communicate with one another has increased tremendously within the past two years [2]. We evaluated how effective CMC tools can enhance student outcomes for group projects specifically in the Covid-19 era and how students adopt to creative ways to engage and apply technology for effective communication. We also analyzed human factors confronting the use of CMC tools in the context of social distance policies and collaborative projects. We concluded by examining implications of group collaboration projects mandated in institutions for student success in the pandemic era.
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Owusu, E., Washington, B.S. (2022). The Impact of Accessing Mechanisms for Group Collaboration for Students in Higher Education. In: Antona, M., Stephanidis, C. (eds) Universal Access in Human-Computer Interaction. User and Context Diversity. HCII 2022. Lecture Notes in Computer Science, vol 13309. Springer, Cham. https://doi.org/10.1007/978-3-031-05039-8_6
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