THE POST-SECONDARY NETWORKED CLASSROOM: RENEWAL OF TEACHING PRACTICES AND SOCIAL INTERACTION

The application and use of telelearning technologies in post-secondary education is evolving from peripheral activities to central approaches. Educators are re-discovering collaborative education as they understand how electronic conferencing can support and empower teaching and learning. As students build knowledge collaboratively, asynchronous conferencing elevates engagement and participation, and increases thinking and understanding. This article presents the teaching practices of post-secondary educators who integrated asynchronous electronic conferencing in over one hundred mixed-mode courses at eight North American institutions between 1996 and 1999. Quantitative and qualitative research methods were applied to assess their practices and to further understand the correlation between the use of electronic conferencing and the degree of collaboration achieved. Based on the findings, pedagogical approaches for the use of electronic conferencing are provided, and are grouped according to the level of collaboration. As a result of this study, the authors present a suggested model for the networked classroom to foster and guide the transformation of pedagogical practice.

Cooperation and Collaboration in Higher Education

This study illustrates different practices of knowledge co-construction by exploring argumentation processes from its (1) cognitive, (2) affective, and (3) moral dimensions (respect), and by clarifying the meaning of cooperation and collaboration, terms that are commonly used as synonyms. The authors adopted a critical constructivist approach consistent with the cognitive and moral works of Habermas (1987) and Piaget (1977, 1932/2000), and refined a method of online argumentation analysis (Campos, 2004) to better understand knowledge co-construction in the context of electronic conferencing in university courses. Their data analysis focused on the form as well as on the content of online argumentation. Results concerning the cognitive dimension of online discourse confirmed previous studies. However, regarding the affective and moral (respect) dimensions of online discourse, results were less clear. The authors highlight that the technology, the course design, and the instructor’s actions are equally important to successfully achieve set goals in online learning communities.

The importance of task appropriateness in computer-supported collaborative learning

The study of learning in collaborative electronic environments is becoming established as Computer Supported Collaborative Learning (CSCL) - an emergent sub-discipline of the more established Computer Supported Co-operative Work (CSCW) discipline (Webb, 1995). Using computers for the development of shared understanding through collaboration has been explored by Crook who suggests that success may depend partly on having a clearly specified purpose or goal (Crook, 1994). It is our view that the appropriateness of the task given to the student is central to the success or otherwise of the learning experience. However, the tasks that are given to facilitate collaborative learning in face-toface situations are not always suitable for direct transfer to the electronic medium. It may be necessary to consider redesigning these tasks in relation to the medium in which they are to be undertaken and the functionality of the electronic conferencing software used.DOI:10.1080/0968776990070106

Implementing Electronic Conferencing Within A Distance-Based University: University Of South Africa Case Study

The outcome of this paper is primarily to survey and analyse student interactions with electronic conferencing systems and to reflect on the impact of such a system on the students’ learning within an open distance learning context. This pilot study is articulated within action research methodology to generate critical reflection on collaborative, online environments such as electronic conferencing systems for teaching and learning. This study aims to assess the benefits and feasibility of integrating such a system within the University of South Africa’s (UNISA) current organisational structure. These results are intended to generate debate and further research within the university into possible evolution in practice within the institution that would address contemporary learning needs of students. As this was a feasibility study, a comparative study of the current tools available for electronic conferencing was warranted. The findings of this study may be used as a basis for further investigation on the challenges that might face the university if online learning were to be implemented. The success of the online conference is nevertheless significant within the context of the University of South Africa. It provides the opportunity to re-examine the current print-based delivery system, and to devise strategies and solutions to significantly increase the quality of learning within the organisation.