day 6 - Online Collaborative Learning Theory:
Online collaborative learning, also known as computer-supported collaborative learning or collaborative e-learning, is a pedagogical framework that draws upon a plethora of learning theories from Social Learning Theory, and Distributed Cognition, to Cooperative learning and Collaborative learning approaches.
This kind of learning exists when learners are participating in constructing knowledge, together, in an online setting using both synchronous and asynchronous tools. This approach extends the confines of the classroom as it allows for learners to collaborate in an environment free from the logistical difficulties of finding time and space to meet. With the advent of collaborative Web-based tools and a shift in educational practices, off-campus and distance learners are now able to partake in classroom discussions and group work.
Key Findings of Online Collaborative Learning In order to better understand the workings of Online Collaborative Learning, Sue Bennett (2004), of The University of Wollongong, conducted a study of how graduate-level students in the faculty of education collaborated on a team project. Through this study, she identified several key findings important to teamwork online.
Open communication was critical to team success
A range of tools and strategies was needed to support teamwork
There were particular challenges to good communication using online tools
Teams needed to adapt their communication patterns throughout the project
Online tools were used for managing and organizing the project
Online tools supported interaction with the whole class and the instructor
This kind of learning exists when learners are participating in constructing knowledge, together, in an online setting using both synchronous and asynchronous tools. This approach extends the confines of the classroom as it allows for learners to collaborate in an environment free from the logistical difficulties of finding time and space to meet. With the advent of collaborative Web-based tools and a shift in educational practices, off-campus and distance learners are now able to partake in classroom discussions and group work.
Key Findings of Online Collaborative Learning In order to better understand the workings of Online Collaborative Learning, Sue Bennett (2004), of The University of Wollongong, conducted a study of how graduate-level students in the faculty of education collaborated on a team project. Through this study, she identified several key findings important to teamwork online.
Open communication was critical to team success
- Determine roles and responsibilities
- Share vision of end product
- Coordinate individual efforts
- Schedule regular meetings
A range of tools and strategies was needed to support teamwork
- Include synchronous and asynchronous tools
- Use computer-based communication tools to enable discussions
- Have online spaces to share files
- Make contributions asynchronously when convenient for each team member
There were particular challenges to good communication using online tools
- Difficult initiating and maintaining communication
- Unresponsive team members
- Miscommunication jeopardized the collaborative process
- Solved by having a balance of synchronous and asynchronous means of communication
Teams needed to adapt their communication patterns throughout the project
- Team adjusted frequency of meetings through various stages of the project
- It was important that all team members attended all meetings
- Determined later on in the process that tasks should be assigned to each member ie: collating team’s ideas
- Online communication assisted in sharing and co-editing documents
Online tools were used for managing and organizing the project
- Versions of the project were stored in shared online spaces
- Stored media-rich files on shared online spaces
- All project components were easily located by individual members
- Individual members could access components and documents at all times and for their individual purpose
Online tools supported interaction with the whole class and the instructor
- General discussion forums allowed learners to interact in their larger class community
- Teams could share experiences and findings with whole group
- Teams or individual learners could ask the whole group and the instructor questions
- The instructor could offer clarification to teams and individual users
- Instructor can gauge progress of each group
Implications for Practice:
With open communication and online tools at the root of what a successful collaborative learning environment looks like online, here are some practical ideas for the application of these findings according to Bennett (2004):
- Include a variety of opportunities for collaboration
- Provide an array of tools that allow students to choose
- Help students develop effective online communication skills
- Encourage a mix of face-to-face and online communication (or synchronous and asynchronous is face-to-face is not feasible
Limitations of online collaboration:
The following are a list of limitations when using online collaboration:
- "Freeloading" or plagiarism by less motivated learners who are assessed based on the work produced by their group members.
- Requires that all team members are able to participate at equal capacities.
- Dependencies on technologies which are not always reliable.
- Educators are not always trained in how to support successful online collaboration amongst their learners.
- Limited face-to-face interaction between team members.
thought questions:
1. Discuss 5 important characteristics of the online collaboration theory.
2. What are some limitations of the online collaboration theory?
2. What are some limitations of the online collaboration theory?
key words:
1. Collaboration
2. Computer-supported Collaborative Learning
3. Asynchronous Tools
4. Synchronous Tools
2. Computer-supported Collaborative Learning
3. Asynchronous Tools
4. Synchronous Tools
references:
Bennett, S. (2004). Supporting Collaborative Project Teams Using Computer-Based Technologies. In Roberts, T.S. (Ed.), Online Collaborative Learning: Theory and practice (1-27). Hershey, PA: Information Science Publishing.
Bower, M., Richards, D. (2006). Collaborative learning: Some possibilities and limitations for students and teachers. Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? Sydney, Sydney University Press.
Good, R. (2012). "Best Online Collaboration Tools 2012." Master New Media. Master New Media (n.d.) Web. 9 Nov. 2012.
Bower, M., Richards, D. (2006). Collaborative learning: Some possibilities and limitations for students and teachers. Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? Sydney, Sydney University Press.
Good, R. (2012). "Best Online Collaboration Tools 2012." Master New Media. Master New Media (n.d.) Web. 9 Nov. 2012.
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