Use and Mis-Use of Technology for Online, Asynchronous, Collaborative Learning

2005 ◽  
pp. 172-200 ◽  
Author(s):  
W.R. Klemm
Keyword(s):  
Collaborative Learning ◽  
Online Instruction ◽  
Bulletin Board ◽  
Online Learners ◽  
Online Teachers ◽  
Electronic Bulletin Board ◽  
Use Of Technology ◽  
Learning Teams ◽  
Bulletin Boards ◽  
Electronic Bulletin Boards

Online learners are typically considered to be isolated learners, except for occasional opportunities to post views on an electronic bulletin board. This is not the team orientation that is so central to collaborative learning (CL) theory. Why does formal CL receive so little attention in online instruction? First, the teachers who do value CL generally are traditional educators and not involved in online instruction. Second, online teachers often have little understanding or appreciation for the formalisms of CL. In this chapter, electronic bulletin boards, although universally used, are shown to provide poor support for Collaborative Learning. As a better alternative, shared-document conferencing environments that allow learning teams to create academic deliverables are discussed. Finally, examples are given of well-known CL techniques, illustrating how these are implemented with shared-document conferencing.

scholarly journals Evaluating a communicative model for web mediated collaborative learning and design

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Information Overload ◽  
Systematic Evaluation ◽  
Bulletin Board ◽  
Mediated Learning ◽  
Electronic Bulletin Board ◽  
New Learning Environments ◽  
Pedagogical Research

Collaborative learning and its associated processes of social interaction have been given increasing emphasis in innovative education as pedagogical research has established the importance of active student learning. Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing active student learning have been transformed by the technological innovations and proliferation of web mediated learning. The effectiveness of these new learning environments in generating and sustaining successful collaborative learning now requires systematic evaluation from within these social interaction processes themselves. This study responds to the call for theory driven empirical research into online learning. The paper investigates the usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university, demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their contributions, and knowledge co-creation, it can also be applied to further improve and test the design of discussion for web mediated forums.

scholarly journals Evaluating a communicative model for web mediated collaborative learning and design

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Information Overload ◽  
Systematic Evaluation ◽  
Bulletin Board ◽  
Mediated Learning ◽  
Electronic Bulletin Board ◽  
New Learning Environments ◽  
Pedagogical Research

Collaborative learning and its associated processes of social interaction have been given increasing emphasis in innovative education as pedagogical research has established the importance of active student learning. Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing active student learning have been transformed by the technological innovations and proliferation of web mediated learning. The effectiveness of these new learning environments in generating and sustaining successful collaborative learning now requires systematic evaluation from within these social interaction processes themselves. This study responds to the call for theory driven empirical research into online learning. The paper investigates the usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university, demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their contributions, and knowledge co-creation, it can also be applied to further improve and test the design of discussion for web mediated forums.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

scholarly journals What are analog bulletin boards used for today? Analysing media uses, intermediality and technology affordances in Swedish bulletin board messages using a citizen science approach

PLoS ONE ◽  
2018 ◽  
Vol 13 (8) ◽  
pp. e0202077
Author(s):  
Christopher Kullenberg ◽  
Frauke Rohden ◽  
Anders Björkvall ◽  
Fredrik Brounéus ◽  
Anders Avellan-Hultman ◽  
...  
Keyword(s):  
Citizen Science ◽  
Bulletin Board ◽  
Science Approach ◽  
Bulletin Boards ◽  
Technology Affordances

Electronic Publishing: The Role of Carrier and Publisher

1986 ◽  
Vol 21 (1) ◽  
pp. 40-47
Author(s):  
Richard M. Neustadt
Keyword(s):  
Los Angeles ◽  
Credit Card ◽  
Electronic Publishing ◽  
Bulletin Board ◽  
Credit Card Number ◽  
Electronic Bulletin Board ◽  
Phone Calls ◽  
Card Number ◽  
Criminal Charge

Since this is a legal seminar, I thought it would be appropriate to begin with a case. There is a person in Los Angeles who has been operating an electronic bulletin board on his personal computer. What that means is that he has memory attached to his computer, and it is possible for anyone else in the country with a computer to dial into that bulletin board and leave a message automatically in the memory. That message can then be accessed by anyone else who dials in.This person does not exercise any control over the messages that are put in. It is open to anyone who wants to put a message in there. Somebody put into that bulletin board the telephone credit card number of a rich person. Subsequently, many other people dialed into the bulletin board, got the telephone credit card number and charged phone calls to that person. No one knows where the number came from. The board operator was prosecuted under a criminal charge. The question is, is he liable?

scholarly journals Perceptions of Roles and Responsibilities in Online Learning: A Case Study

10.28945/3205 ◽  
2008 ◽  
Author(s):  
Annemieke Craig ◽  
Annegret Goold ◽  
Jo Coldwell ◽  
Jamie Mustard
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Online Learners ◽  
Online Teachers ◽  
Roles And Responsibilities ◽  
Online Technologies ◽  
Proactive Management ◽  
Extensive Introduction

The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff s and students’ perceptions of what each others’ roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students’ perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.

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