Online Collaborative Learning in Mathematics

Modeling Tools ◽

Online Student ◽

Teacher Student ◽

Mathematical Problems ◽

Intractable Problem ◽

The field of computer-supported collaborative learning (CSCL) has been growing in a number of areas and across a number of subjects (Koschmann, 1996; Koschmann, Hall, & Miyake, 2002; Wasson, Baggetun, Hoppe, & Ludvigsen, 2003). One of the most promising pedagogical advances, however, for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in CSCL environments such as Knowledge Forum® in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002b; Nason, Brett, & Woodruff, 1996). In this chapter, we begin by identifying two major reasons why computer-supported knowledge-building communities in mathematics have been difficult to establish and maintain. 1. The inability of most “textbook” math problems to elicit ongoing discourse and other knowledge-building activity 2. Limitations inherent in most CSCL environments’ math representational tools Therefore, in this chapter, we argue that if mathematics education is to exploit the potentially powerful new ways of learning mathematics being provided by online knowledgebuilding communities, then the following innovations need to be designed and integrated into CSCL environments: 1. authentic mathematical problems that involve students in the production of mathematical models that can be discussed, critiqued, and improved, and 2. comprehension-modeling tools that (a) enable students to adequately represent mathematical problems and to translate within and across representation modes during problem solving, and (b) facilitate online student- student and teacher-student hypermedia-mediated discourse.

Innovations for Online Collaborative Learning in Mathematics

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch269 ◽

2005 ◽

pp. 1529-1534

Author(s):

Rodney Nason ◽

Eearl Woodruff

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Knowledge Forum ◽

Intractable Problem ◽

The field of computer-supported collaborative learning (CSCL) has been growing in a number of areas and across a number of subjects (Koschmann, 1996; Koschmann, Hall, & Miyake, 2002; Wasson, Baggetun, Hoppe, & Ludvigsen, 2003). One of the most promising pedagogical advances, however, for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in CSCL environments such as Knowledge Forum® in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002b; Nason, Brett, & Woodruff, 1996). In this chapter, we begin by identifying two major reasons why computer-supported knowledge-building communities in mathematics have been difficult to establish and maintain.

Supporting Online Collaborative Learning in Mathematics

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch261 ◽

2011 ◽

pp. 1725-1731 ◽

Cited By ~ 1

Author(s):

Rod Nason ◽

Eearl Woodruff

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Knowledge Forum ◽

Intractable Problem ◽

One of the most promising pedagogical advances for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in computer-supported collaborative learning (CSCL) environments such as Knowledge Forum® (Scardamalia & Bereiter, 1998) in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002a; Nason, Brett, & Woodruff, 1996).

Innovations for Online Collaborative Learning in Mathematics

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch074 ◽

2011 ◽

pp. 897-904

Author(s):

Rodney Nason ◽

Earl Woodruff

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Knowledge Forum ◽

Intractable Problem ◽

The field of computer-supported collaborative learning (CSCL) has been growing in a number of areas and across a number of subjects (Koschmann, 1996; Koschmann, Hall, & Miyake, 2002; Wasson, Baggetun, Hoppe, & Ludvigsen, 2003). One of the most promising pedagogical advances, however, for online collaborative learning that has emerged in recent years is Scardamalia and Bereiter’s (1996) notion of knowledge-building communities. Unfortunately, establishing and maintaining knowledge-building communities in CSCL environments such as Knowledge Forum® in the domain of mathematics has been found to be a rather intractable problem (Bereiter, 2002b; Nason, Brett, & Woodruff, 1996). In this chapter, we begin by identifying two major reasons why computer-supported knowledge-building communities in mathematics have been difficult to establish and maintain.

The Dynamics of Online Collaboration

Managing Learning in Virtual Settings ◽

10.4018/978-1-59140-488-0.ch006 ◽

2011 ◽

pp. 98-116 ◽

Cited By ~ 7

Author(s):

Ke Zhang ◽

Xun Ge

Keyword(s):

Collaborative Learning ◽

Instructional Strategies ◽

Online Collaboration ◽

Team Development ◽

Extensive Review ◽

Multiple Perspectives ◽

Theoretical Frameworks ◽

Team Task ◽

Task Team

This chapter aims to help readers build a solid understanding of the complexdynamics of online collaborative learning from multiple perspectives, and thusbecome more capable to utilize different instructional strategies to achieve pro-ductive online collaboration. On the basis of extensive review and integration ofresearch from multiple disciplines, the authors discuss the dynamics of online col-laborative learning from four aspects: team task, team development, member rela-tionship, and communication media, with one section designated to each of them.The sections each comprise presentation of the issue, theoretical frameworks, sug-gested strategies, and how it relates to other aspect(s), as applicable. The chapterconcludes with implications for practice in online collaborative learning andfuture research for managing learning in virtual collaborative environments. Thischapter is considered a valuable artifact to guide practice and research in onlinecollaborative learning in various settings.

Relational Online Collaborative Learning Model

Computer-Supported Collaborative Learning in Higher Education ◽

10.4018/978-1-59140-408-8.ch013 ◽

2005 ◽

pp. 258-282

Author(s):

Antonio Santos Moreno

Keyword(s):

Collaborative Learning ◽

Instructional Strategies ◽

Knowledge Building ◽

Learning Model ◽

Instructional Designer ◽

Frame Of Reference ◽

Human Relations ◽

Pedagogical Strategies ◽

Human Relationships ◽

Online Collaborative Learning

This chapter describes an instructional online collaborative learning model that addresses the phenomenon from a systemic human relations and interaction perspective. Its main purpose is to aid students in their social building of knowledge when learning in a CSCL environment. The model argues that knowledge building in a networked environment is affected by the communication conflicts that naturally arise in human relationships. Thus, the model is basically proposing a way to attend to these communication conflicts. In this line, it proposes a set of instructional strategies to develop the student’s meta-communication abilities. The concepts and instructional suggestions presented here are intended to have a heuristic value and are hoped to serve as a frame of reference to: 1) understand the complex human patterns of relationships that naturally develop when learning in a CSCL environment, and 2) suggest some basic pedagogical strategies to the instructional designer to develop sound online networked environments.

Drawing on Design to Improve Evaluation of Computer Supported Collaborative Learning

10.4018/978-1-59140-174-2.ch013 ◽

2004 ◽

pp. 281-310

Author(s):

John B. Nash ◽

Christoph Richter ◽

Heidrun Allert

Keyword(s):

Social Context ◽

Collaborative Learning ◽

Human Computer Interaction ◽

Learning Environments ◽

Program Theory ◽

Theoretical Frameworks ◽

Design Learning ◽

Evaluative Thinking

This chapter addresses theoretical frameworks for the evaluation of computer-supported learning environments. It outlines the characteristics and obstacles this evaluation must face with regard to projects that design learning experiences, stressing the notion that human-computer interaction is imbedded in social context that is complex and dynamic. The authors examine how scenario-based design and program theory can contribute to the design and evaluation of computer-supported collaborative learning (CSCL) and present a case study in which both approaches are applied. Based on the revealed complementary frameworks, a compelling approach is drafted that combines both of them. Our goal is to make CSCL designers more aware of the benefits of evaluative thinking in their work and to introduce two tangible approaches to evaluation that, when implemented as a design step, can strengthen CSCL initiatives.

Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch156 ◽

2011 ◽

pp. 1950-1960

Author(s):

Elsebeth Korsgaard Sorensen

Keyword(s):

Collaborative Learning ◽

Learning Environments ◽

Meta Level ◽

Building Process ◽

Starting Point ◽

Collaborative Knowledge Building ◽

Analytical Approaches ◽

Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

Developing Electronic Portfolios in a Computer Supported Collaborative Learning Environment

Learning Culture and Language through ICTs ◽

10.4018/978-1-60566-166-7.ch013 ◽

2011 ◽

pp. 209-226

Author(s):

Hamdi Erkunt

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Collaborative Work ◽

Knowledge Work ◽

Electronic Portfolios ◽

Modern World ◽

Discussion Section ◽

Student Work ◽

Collective Work

Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can students be engaged in semester long online collaborative work culminating their efforts in electronic portfolios that cannot be completed without the collective work of the whole group? Will some those students achieve a greater conceptual understanding of the domain than others? How will students react and adapt to kind of learning that aligns itself with assessment? These were the main questions driving the research with forty seven college level senior pre-service EFL teachers enrolled in an ELT materials development course, who were engaged in collaborative learning throughout a semester and prepared electronic portfolios consisting of their selection of best student work, all performed over a networked collaborative environment. The main goal is to probe further into the alignment of learning, collaboration, and assessment in computer forums within the framework of collaborative knowledge building. This chapter describes a knowledge-building environment (KBE) and the role of knowledge building portfolios in characterizing and scaffolding collaborative inquiry. What follows are some concise descriptions of the crucial concepts employed in the framework of this research. They are somewhat extended within the discussion section.

A conceptualization of factors affecting collaborative knowledge building in online environments

Online Information Review ◽

10.1108/oir-02-2019-0046 ◽

2019 ◽

Vol 44 (1) ◽

pp. 62-89 ◽

Cited By ~ 2

Author(s):

Samar Ghazal ◽

Hosam Al-Samarraie ◽

Bianca Wright

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Empirical Studies ◽

Developed Countries ◽

Bibliographic Databases ◽

Learning Context ◽

Content Type ◽

Collaborative Knowledge Building ◽

Collaborative Knowledge

Purpose The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment. Design/methodology/approach The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students. Findings Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped. Originality/value Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.