Relational Online Collaborative Learning Model

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.

The Dynamics of Online Collaboration

2011 ◽  
pp. 98-116 ◽  
Author(s):  
Ke Zhang ◽  
Xun Ge
Keyword(s):  
Collaborative Learning ◽  
Instructional Strategies ◽  
Online Collaboration ◽  
Team Development ◽  
Extensive Review ◽  
Multiple Perspectives ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
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.

Innovations for Online Collaborative Learning in Mathematics

2005 ◽  
pp. 1529-1534
Author(s):  
Rodney Nason ◽  
Eearl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Knowledge Forum ◽  
Online Collaborative Learning ◽  
Intractable Problem ◽  
Knowledge Building Communities

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

2011 ◽  
pp. 1725-1731 ◽  
Author(s):  
Rod Nason ◽  
Eearl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Knowledge Forum ◽  
Online Collaborative Learning ◽  
Intractable Problem ◽  
Knowledge Building Communities

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).

A conceptualization of factors affecting collaborative knowledge building in online environments

2019 ◽  
Vol 44 (1) ◽  
pp. 62-89 ◽  
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 ◽  
Online Collaborative Learning ◽  
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.

Activity Theory to Guide Online Collaborative Learning Instructional Design

2012 ◽  
Vol 3 (2) ◽  
pp. 15-29 ◽  
Author(s):  
Siti Rosni Mohamad Yusoff ◽  
Nor Azan Mat Zin
Keyword(s):  
Social Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Knowledge Building ◽  
Learning Activity ◽  
Great Success ◽  
Online Collaborative Learning ◽  
Survey System ◽  
Learning Management ◽  
Descriptive Framework

Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.

Students’ Attitudes toward Process and Product Oriented Online Collaborative Learning

2011 ◽  
pp. 1300-1319
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Online Collaboration ◽  
Survey Questionnaire ◽  
Questionnaire Data ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Learning Tasks ◽  
Students Attitudes ◽  
Learning Data

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. In a previous study based on a Web-based course offered in 2004, Wang (2007) investigated the factors that promote sustained online collaboration for knowledge building. By providing new data from the same Web-based course offered in 2006 and 2007, this study investigates students’ attitudes toward process- and product-oriented online collaborative learning. The analysis of 93 post course survey questionnaire data show that the overwhelming majority of students have positive experience with online collaborative learning. Data also suggest that students are more enthusiastic about process-oriented tasks and their attitudes toward product-oriented collaborative learning tasks are mixed.

Supporting Online Collaborative Learning in Mathematics

2011 ◽  
pp. 1987-1993
Author(s):  
Rod Nason ◽  
Earl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Mathematical Knowledge ◽  
Knowledge Building ◽  
Multiple Representations ◽  
Mathematical Concepts ◽  
Online Collaborative Learning ◽  
Building Activity ◽  
Multiple Cycles ◽  
Math Problems

Most school math problems do not require multiple cycles of designing, testing and refining (Lesh & Doerr, 2003), and therefore, do not elicit the collaboration between people with different repertoires of knowledge that most authentic math problems elicit (Nason & Woodruff, 2004). Another factor that limits the potential of most school math problems for eliciting knowledgebuilding discourse is that the answers generated from school math problems do not provide students with much worth discussing (Bereiter, 2002a). Another factor that has prevented most students from engaging in ongoing discourse and other mathematical knowledge-building activity within CSCL environments is the limitations inherent in most computerbased mathematical representational tools (Nason et al., 1996). Most of these tools are unable to carry out the crucial knowledge-building functions of: 1) generating multiple representations of mathematical concepts, 2) linking the different representations, and 3) transmitting meaning, sense and understanding.

Online Collaborative Learning in Mathematics

2004 ◽  
pp. 103-131 ◽  
Author(s):  
Rod Nason ◽  
Earl Woodruff
Keyword(s):  
Collaborative Learning ◽  
Knowledge Building ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Modeling Tools ◽  
Online Collaborative Learning ◽  
Mathematical Problems ◽  
Subject Areas

This chapter discusses why computer supported collaborative learning (CSCL) environments have been unsuccessful in facilitating knowledge building in mathematics. It identifies two of the major reasons why this is so and suggests these issues could be overcome by the inclusion of model-eliciting mathematical problems and comprehension modeling tools within CSCL environments. Theoretical frameworks to inform the design of these two types of artifacts are presented. The authors argue that such innovations in the design of CSCL environments are necessary for students to achieve in mathematics the kind of sustained, progressive knowledge building that can now be found in other subject areas.

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