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.

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.

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.

Virtual Communities and Collaborative Learning in a Post-Graduate Course

2009 ◽  
pp. 817-824
Author(s):  
Maria Ranieri
Keyword(s):  
Collaborative Learning ◽  
Virtual Communities ◽  
Online Collaboration ◽  
Graduate Course ◽  
Learning Groups ◽  
Post Graduate ◽  
Online Collaborative Learning ◽  
University Of Florence ◽  
The University

In this chapter I will discuss some of the main issues arising from online collaboration, through the presentation of a methodological model of a post-graduate course based on online collaboration. The model was developed over the last ten years, and implemented at the Laboratory of Educational Technology (LTE) of the University of Florence, with the aim of promoting effective online collaborative learning groups.

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.

scholarly journals Commentary On “Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning”

2015 ◽  
Vol 2 (2) ◽  
pp. 44-46 ◽  
Author(s):  
Chris Teplovs
Keyword(s):  
Discourse Analysis ◽  
Collaborative Learning ◽  
Learning Analytics ◽  
Analysis Tool ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Alternative Approaches ◽  
The Creation

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new automated discourse analysis tool.  The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on issues of sustainability and scalability of learning analytics innovations.

Students' Attitudes toward Process and Product Oriented Online Collaborative Learning

2009 ◽  
pp. 15-34
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.

A New Taxonomy for Evaluation Studies of Online Collaborative Learning

2011 ◽  
pp. 3449-3464
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Context ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Communicative Action ◽  
Evaluation Studies ◽  
Empirical Evaluation ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Socially Constructed ◽  
Sociocultural Studies

In this chapter, the literature of online collaborative learning (OCL) is extensively reviewed for contributions to evaluation. This review presents a new taxonomy for evaluation studies of OCL, identifying studies of students’ experiences, studies of instructional methods and sociocultural studies. Studies that focus on evaluating students’ experiences engage approaches from phenomenology and ethnography to explore students’ perceptions of collaborative learning. Instructional method studies attend to evaluation of the tools, techniques and outcomes. Sociocultural studies emphasize the socially constructed nature of the teaching and learning processes and are concerned, therefore, with evaluation in its social context. The sociocultural studies fall broadly into three clusters: pedagogical studies, linguistic studies and cross-cultural studies. The analysis highlights the need for theory-driven empirical evaluation of OCL. Accordingly, three theoretical frameworks for OCL evaluation are discussed. Emphasis is placed on a Communicative Model of Collaborative Learning, developed from Habermas’ Theory of Communicative Action, for its contribution to evaluating what takes place within the social context of students’ communicative practices that is productive of collaborative learning in an online environment.

Graduate Students’ Perceptions and Experiences of Online Collaborative Learning in Web-Based and Web-Supplemented Learning Environments

2012 ◽  
Vol 8 (4) ◽  
pp. 62-74 ◽  
Author(s):  
Jianxia Du ◽  
Xun Ge ◽  
Ke Zhang
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Online Collaboration ◽  
Multiple Sources ◽  
Web Based ◽  
Online Collaborative Learning ◽  
The Web

This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online collaboration.

A New Taxonomy for Evaluation Studies of Online Collaborative Learning

2004 ◽  
pp. 160-180
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Context ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Communicative Action ◽  
Evaluation Studies ◽  
Empirical Evaluation ◽  
Theoretical Frameworks ◽  
Online Collaborative Learning ◽  
Socially Constructed ◽  
Sociocultural Studies

In this chapter, the literature of online collaborative learning (OCL) is extensively reviewed for contributions to evaluation. This review presents a new taxonomy for evaluation studies of OCL, identifying studies of students’ experiences, studies of instructional methods and sociocultural studies. Studies that focus on evaluating students’ experiences engage approaches from phenomenology and ethnography to explore students’ perceptions of collaborative learning. Instructional method studies attend to evaluation of the tools, techniques and outcomes. Sociocultural studies emphasize the socially constructed nature of the teaching and learning processes and are concerned, therefore, with evaluation in its social context. The sociocultural studies fall broadly into three clusters: pedagogical studies, linguistic studies and cross-cultural studies. The analysis highlights the need for theory-driven empirical evaluation of OCL. Accordingly, three theoretical frameworks for OCL evaluation are discussed. Emphasis is placed on a Communicative Model of Collaborative Learning, developed from Habermas’ Theory of Communicative Action, for its contribution to evaluating what takes place within the social context of students’ communicative practices that is productive of collaborative learning in an online environment.

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