Computer-mediated communication in the information curriculum: an initiative in computer-supported collaborative learning

1995 ◽  
Vol 13 (3) ◽  
pp. 193-210 ◽  
Author(s):  
S.P. Fowell ◽  
P. Levy
Keyword(s):  
Collaborative Learning ◽  
Computer Mediated Communication ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Computer Mediated

Computer-Mediated Communication Learning Environments

2010 ◽  
pp. 38-44
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

Design on Monitoring and Evaluation Methods for CSCL System

2013 ◽  
Vol 336-338 ◽  
pp. 2213-2216
Author(s):  
Wei Yan
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Computer Mediated Communication ◽  
Monitoring And Evaluation ◽  
Evaluation Methods ◽  
Learning Processes ◽  
The Other ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Computer Mediated

The problem of capitalizing on experience of how to track and analyze the learning processes is of particular interest in Computer Supported Collaborative Learning (CSCL) environments, where learning is usually based on the interactions occurring among peers. This paper provides some examples of DPs addressing tracking problems in CSCL environments. Our DPs have been elaborated with a twofold aim to contribute to the field by proposing possible solutions to tracking problems frequently faced in CSCL; on the other hand, by using DPs as a tool for sharing experience, we hope to inform the development of functions that could be integrated in Computer Mediated Communication (CMC) systems in order to support the monitoring, evaluation and assessment of the learning experience and therefore augment its effectiveness.

Computer-Mediated Communication Learning Environments

2009 ◽  
pp. 121-126
Author(s):  
Stefania Manca
Keyword(s):  
Collaborative Learning ◽  
Learning Strategy ◽  
Computer Mediated Communication ◽  
Social Dimension ◽  
Computer Supported Collaborative Learning ◽  
Mediated Communication ◽  
Model Learning ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and groupbased working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Management Education by Distance Mode: Combining Print and Computer Mediated Communication (CMC) Technologies to Provide Flexible Individual Study and Collaborative Learning Opportunities

2002 ◽  
Vol 8 (2) ◽  
pp. 52-64
Author(s):  
Ann Smith
Keyword(s):  
Collaborative Learning ◽  
New Media ◽  
Management Education ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Perceptual Skills ◽  
Computer Mediated ◽  
The Individual ◽  
Management Students ◽  
Collaborative Learning Opportunities

ABSTRACTGiven the need to provide increased opportunities for busy managers to learn, but their reduced availability to attend formal on-campus classes, management students and corporate employers have turned to Distance Education (DE) provision as an alternative to face-to-face (FtF) programmes.Providing flexible delivery, however, does not guarantee that the learning requirements of management students will be met, and needs to be considered in terms of the limits and enhancements to learning that different flexible methodologies support. DE comes in many forms and pedagogics, uses a variety of media, and tends to be designed with the individual learner in mind, whereas the demand for work-relevant management skills requires Management Education (ME) programmes to include collaborative as well as individual modes of learning.Managers require integrative knowledge, emotional intelligence, and complex social and perceptual skills and attitudes that increasingly reflect ethical and values-oriented behaviour. At issue in the shift from FtF to DE is the need to provide opportunities for the ongoing social and interpersonal skills development that would normally occur within the classroom. For DE to add value to management learners it needs to offer flexibility that supports quality work-relevant education.In this paper the author explores whether print-based DE combined with Computer Mediated Communication (CMC) technologies provides a solution. CMC is a networked electronic medium; used in conjunction with print-based DE it can provide opportunities for group interactivity and collaborative learning. Since the skills required for effective CMC participation are also synergistic with the socio-cultural and technical skills required of today's ‘networked manager’, the author suggests that there are further advantages to including CMC as part of the ME curriculum. From a review of the literature, the author concludes that there is much benefit in combining the two methodologies provided that:• appropriate pedagogy is designed into the combined media• the flexibility and educational needs of management learners are met• educators and learners learn how to learn by the new media.

Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

2005 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Eric R. Wright ◽  
Anthony H. Lawson
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Computer Mediated Communication ◽  
Learning Activities ◽  
Mediated Communication ◽  
Final Exam ◽  
Introductory Sociology ◽  
Computer Mediated ◽  
Online Group

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.

Supporting Distributed Problem-Based Learning

2004 ◽  
pp. 86-102 ◽  
Author(s):  
Joerg Zumbach ◽  
Annette Hillers ◽  
Peter Reimann
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Relevant Information ◽  
Internet Usage ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Common Problems ◽  
Collaboration Process

In this chapter we discuss possibilities and shortcomings of Internet usage for distributed problem-based learning. Several problems with the use of computer-mediated communication for collaborative learning online are identified. In our approaches we use data that is automatically tracked during computer-mediated communication and extract relevant information for feedback purposes. Partly automatically, partly manually prepared the feedback is a rich resource for learners to manage their own collaboration process as well as subsequent problem-solving processes. In a synchronous and an asynchronous distributed problem-based learning environment, we show how we applied this methodology to support learners’ motivation and problem solving. Analyses show encouraging benefits of our approach in overcoming common problems with computer-mediated communication.

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