Content deleted Content added
m added a section regarding CSCL in Post-Secondary Education |
No edit summary |
||
Line 148:
== CSCL in Post-Secondary Education ==
===
===='''Research on CSCL in post-secondary education settings'''====
The applications of CSCL in post-secondary education demonstrate positive impacts on students’ learning such as promoting learner interaction, motivation and understanding<ref>{{Cite journal|last=Yang, N., Ghislandi, P., & Dellantonio, S|first=|date=2018|title=Online collaboration in a large university class supports quality teaching|url=https://doi.org/10.1007/s11423-017-9564-8|journal=Education Tech Research Dev|volume=66|pages=671–69|via=}}</ref>. As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.
==== Developing Professional Skills ====
There’s research findings that shows online students had higher scores than face-to-face students in professional competence acquisition test, showing the effectiveness of CSCL in promoting the development of professional skills<ref>{{Cite journal|last=Francescato, D., Mebane, M., Porcelli, R., Attanasio, C., & Pulino, M.|first=|date=2007|title=Developing professional skills and social capital through computer supported collaborative learning in university contexts|url=|journal=International Journal of Human-Computer Studies|volume=65(2)|pages=140-152|via=}}</ref>
==== Knowledge Building ====
Knowledge co-construction among geographically dispersed students in an online postgraduate program was explained in a study as students relied heavily on each other for their on-going participation in the online discussions and joint refinement of ideas introduced.<ref>{{Cite journal|last=Zenios, M|first=|date=2011|title=Epistemic activities and collaborative learning: Towards an analytical model for studying knowledge construction in networked learning settings|url=|journal=Journal of Computer Assisted Learning|volume=27(3)|pages=259-268|via=}}</ref>
=== Design Principles & Instructional Strategies for CSCL in Post-Secondary Education ===
The design principles for using CSCL can be considered from different perspectives. For technical use, instructors need to provide tutorials and online training modules to students.<ref>{{Cite journal|last=Liu, L. & Lee, W|first=|date=2012|title=Using an online learning management system as collaborative media to support adult learning: needs assessment|url=|journal=International Journal of Technology in Teaching and Learning|volume=8(2)|pages=135-145|via=}}</ref> For collaboration, students need time to plan and coordinate group work as well as instructors’ support and guidance<ref>{{Cite journal|last=Vuopala, E., Hyvönen, P.,& Järvelä, S|first=|date=2016|title=Interaction forms in successful collaborative learning in virtual learning environments|url=|journal=Active Learning in Higher Education|volume=17(1)|pages=25-38|via=}}</ref> on the discussions. Also, group size and composition should be taken into consideration for better quality of interaction<ref>{{Cite journal|last=Sung, Y.T., Yang, J.M. & Lee, H.Y.|first=|date=2017|title=The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis|url=|journal=Review of Educational Research|volume=87|pages=769-805|via=}}</ref>. More instructional strategies are presented below.
==== Project-Based Settings Using Wikis ====
Wikis is a tool for learners to co-construct knowledge online with the access to create and edit contents. There are three phases of using wikis for collaborative writing<ref>{{Cite journal|last=Lin, H. & Kelsey, K.D|first=|date=2009|title=Building networked environment in Wikis: The evolving phases of collaborative learning in a Wikibook project|url=|journal=Educational Computing Research|volume=40(2)|pages=145-169|via=}}</ref>:
Phase 1. Crisis of Authority
Users experience challenges due to unfamiliarity with the use of wiki and the unknown of other teammates’ boundaries of being commented or revised on their writings.
Phase 2. Crisis of Relationship
Collaborative learning emerges and group communication is improved.
Phase 3. Resolution of Crisis
More frequent communication occurs and increased co-writing among team members.
To better design wiki-based project, the design principles design include:
1. Provide learners with a practice article to edit at the beginning of a course for getting familiar with using wikis
2. Informs learners of different communication tools to work collaboratively.
3. Engage learners with repeated wiki article assignments.
4. Provide timely feedback on students’ discussion, participation and interaction.
==== Online Learning Management Systems ====
==See also==
| |||