Supporting Online Collaborative Learning in Mathematics

Knowledge Forum ◽

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.

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 ◽

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.

Innovations for Online Collaborative Learning in Mathematics

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch323 ◽

2011 ◽

pp. 2055-2060

Author(s):

Rodney Nason ◽

Earl Woodruff

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Modeling Tools ◽

Online Student ◽

Teacher Student ◽

Mathematical Problems ◽

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. 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.

Online Collaborative Learning in Mathematics

10.4018/978-1-59140-174-2.ch005 ◽

2004 ◽

pp. 103-131 ◽

Cited By ~ 7

Author(s):

Rod Nason ◽

Earl Woodruff

Keyword(s):

Collaborative Learning ◽

Knowledge Building ◽

Theoretical Frameworks ◽

Modeling Tools ◽

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.

The design of computer-supported collaborative learning environments in higher education

Encounters in Theory and History of Education ◽

10.24908/eoe-ese-rse.v6i0.627 ◽

2008 ◽

Vol 6 ◽

Author(s):

Begoña Gros ◽

Vania Guerra ◽

Javier Sánchez Diaz de Rivera

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Key Words ◽

Learning Environments ◽

Knowledge Building ◽

Collaborative Process ◽

Knowledge Forum ◽

Collaborative Processes

The main goal of this article is to analyze the implications of computer supported collaborative learning in higher education. To achieve this goal, we will describe the situation of the current research in this field and will focus our attention on the issues relating to the design of the conditions to promote collaborative processes and knowledge building. In the second part of the article, we will concentrate on the analysis of the results that we have obtained with the use of the programme Knowledge Forum as a support during the collaborative process in higher education. Key words:

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.

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.

Activity Theory to Guide Online Collaborative Learning Instructional Design

International Journal of Systems and Service-Oriented Engineering ◽

10.4018/jssoe.2012040102 ◽

2012 ◽

Vol 3 (2) ◽

pp. 15-29 ◽

Cited By ~ 1

Author(s):

Siti Rosni Mohamad Yusoff ◽

Nor Azan Mat Zin

Keyword(s):

Social Learning ◽

Collaborative Learning ◽

Activity Theory ◽

Knowledge Building ◽

Learning Activity ◽

Great Success ◽

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.