Eli Collins-Brown (elicollins-brown@home.com)
Mon, 15 Mar 1999 20:18:15 -0600
Date: Mon, 15 Mar 1999 20:18:15 -0600 From: Eli Collins-Brown <elicollins-brown@home.com> Subject: Final Summary for Collaborative Learning in Online learning Environments
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March 15, 1999
A summary of discussion from March 9 – 12
Mark Nichols posted his paper on the use of computer conferencing. He defined
computer conferencing as being a text-based communication media where messages
from participants are stored on a computer to be viewed and/or commented on by
other participants. Some of the features he points out are Integrated
Communication where messages are send and read using the same interface; can
be used in creative ways for groups, access is controlled, ability to link
non-web software to the web. Other features are that it is asynchronous,
collaborative, communicative, and convenient, promotes equality of expression,
builds a community, increases accountability and allows moderators flexibility
He further discusses the challenges; access, lack of resources, non-verbal
communication can be misinterpreted, time zones, more experienced students,
unequal adoption, perception of importance, and different platforms.
His suggestions for making computer conferencing work are: Make the software
intuitive, have a clear purpose, and be prepared to moderate. Encourage
frequent use, keep groups small, and choose features carefully.
Alan Holzl introduced some thought on the role of learning theory in
developing effective pedagogies. He points to his own study of Australian
Universities. He believes that social constructivism concepts such as
situated cognition, cognitive apprenticeships, and "problem/case/project based
learning is an ideal theoretical framework for higher education." He finds
that using the web for constructivist learning supported by online
collaborative learning via email and bulletin boards is the most effective use
of current technologies. He gives the following URL as an example:
http://www2.deakin.edu.au/bowater/SBP/Management/DEFAULT.HTM
Arun-Kumar Tripathi supplies a list of article regarding collaboration and education:
http://www.chronicle.com/free/v45/i27/27a02201.htm – Internet-based
Collaboratories help scientists work together.
http://www.chronicle.com/free/v45/i27/collaboratory.htm – How Collaboratory
was set up.
http://www.educause.edu/ir/library/html/erm9851.htm – surfing with a Purpose
http://www.educause.edu/ir/library/html/erm9855.htm – Internet: Library or Encyclopedia?
Roger Hartley – the discussion leader – poses a couple of problems and
questions for consideration. In his current situation, he is finding that
group cohesion is hard to attain because the students don’t know each other
and have a difficult time getting to know each other online. His students
require support and guidance in using the online capabilities. He is
wondering if anyone else is experiencing these problems.
He has begun using Whiteboards/chatrooms in conjuction with the bulletin
boards for brainstorming and argumentation on concepts. This has helped
foster a learning group presence. They have split it into three stages; 1 –
introduce the discussion topic, 2 – construct arguments by dividing the class
into groups (sometimes taking the opposite view purposely), 3 – compare and
evaluate comments. They also have occasional face-to-face meetings, which
helps with group cohesion.
Carol Awalt comments on Alan Holzl’s study by pointing to the University of
Texas at Austin project that is a collaboration with four Canadian
Universities. She gives two URL’s:
http://www.edu.yorku.ca/CollabU/
http://www.edb.utexas.edu/it99/collabu/project/index.html
Ellen Rosen states that she has had little success getting her students to
actively participate in online discussions. She suspects that because the
students see each other every day, they don’t feel the need to get online.
She has made it part of their grade to motivate them.
David Bird responds to Ellen Rosen by saying he has experienced a similar
situation. He also cites a spirit of competition in the institution as
contributing to this resistance to online collaboration. They suffered mass
resistance from the student when they made participation a part of their grade.
Steve Brewer states that the most effective use of online collaboration at his
institution is the genetics course most likely because it is a problem solving
class. In other classes, he observes that if the emphasis has been on
transmission and not on application of knowledge, the students see little need
for it.
Jane Lasarenko has had similar experiences, though it varies from class to
class. She had more success with web-forums.
George Free responds to David Bird by saying the same phenomenon is being
experience in the workplace as well. Even though the technology allows for
greater collaboration, our social arrangements don’t encourage us to do so.
With this technology, we limit ourselves when we try to keep things to
ourselves, succeed by ourselves. So the issue is how to create learning
environments and/or organizational systems that are based on trust and
sharing, collaboration? We must change the social system. As a postscript,
he asks if the educational system has encouraged competition, so are we facing
a problem of our own creation?
Respectfully submitted for your consideration by,
Eli Collins-Brown
Summarizer
PS. A comprehensive summary of all the posting will be published on the IFETS
web site the end of the week.
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