E-Learning –Learning Together
Virtually
Dr. Mohammad Alshira’H
Information Systems Department
alshirah@[Link]
Collaborative Learning
In traditional learning, collaborative learning has excellent
potential to improve individual learning.
“Cooperation, compared with competitive and individualistic
efforts, tends to result in higher achievement, greater long-
term retention of what is learned, more frequent use of
higher-level reasoning and meta-cognitive thought, more
accurate and creative problem solving, more willingness to
take on difficult tasks and persist in working toward goal
accomplishment. . . .”
Criteria for Successful Collaboration.
1. Social Interdependence
2. Outcome Goals
3. Dialog Quality
Criteria 1: Social Interdependence
Have you ever been part of a team and felt that you did more
than your share of the work?
Social interdependence means that each team member acts
on the premise that achieving his or her own goals is
positively affected by the achievements of team members.
group rewards: Grades that reflect not only the learning of
the individual but also the learning outcomes of the entire
team
Criteria 2: Outcome Goals
Collaborative work typically is designed to promote one or
both of the following outcomes:
1. individual learning
2. and/or project quality.
Criteria 2: Outcome Goals
We might assume that if a team project product is high quality, the
individuals who make up that team likewise benefited.
BUT
Group performance is not necessarily predictive of individual
performance
There could be no relationship between the quality of a team project
and individual learning after the project.
It will be important for you to determine your main expectations
from collaboration so you can structure the learning environment
appropriately
Criteria 3: Quality of Collaborative Dialog
effective collaborative learning activities must involve dialog
during learning that includes substantive contributions from all
parties with no participant ignored.
Merely asking pairs or small teams to “work together” or to
“discuss the project” may not generate the rich collaborative
exchanges that lead to deeper learning.
Computer-Supported Collaborative
Learning (CSCL)
Engagements among teams of two to approximately five
members using synchronous and/or asynchronous tools in ways
that support an instructional goal, such as to produce a product,
resolve a case study, discuss a video example of a sales
engagement, solve assigned problems, or complete an
instructional worksheet.
Computer-Supported Collaborative
Learning (CSCL)
The first generations of e-learning were designed for solo
learning. There were few practical ways to integrate multiple
learners or instructors into asynchronous self-study e-learning.
the emergence of the Web 2.0 in general and social software in
particular have made both synchronous and asynchronous
connections practical and easy.
Online Facilities for Social Learning.
1. Blogs and Mini-Blogs such as Twitter
2. Breakout Rooms
3. Chats
4. E-mail
5. Message Boards
6. Online Conferencing
7. Social Networks
8. Wikis
CSCL Factors That Can Affect Results.
1. Outcome of Collaboration: individual vs. group metrics
2. Group Composition
Size: from two to five
Makeup: heterogeneous vs. homogeneous
3. Technology
Synchronous vs. asynchronous
Tools to support collaboration
4. Task Assignment: Near transfer vs. Far transfer
5. Group Roles, Processes, and Instructions
6. Time: Limited vs. constrained
CSCL Factors That Can Affect Results.
7. Team Skills Training
8. Learner Prior Knowledge
9. Incentives
Some Generalizations About
Collaboration
Based on face-to-face collaboration and limited research on
CSCL, we offer the following preliminary suggestions:
1. In a face-to-face environment, working together can yield
greater individual learning than studying alone when
(a) there is an incentive for mutual support and goal
achievement and
(b) a structured collaborative assignment ensures mutual on-
task dialog that promotes deeper mental processing
Some Generalizations About
Collaboration
2. When your goal is to produce a creative product or solve an ill-
defined problem a team can produce a better quality product
than an individual working alone.
3. When your goal is to produce a creative product or solve an ill-
defined problem, a virtual collaboration environment has the
potential to result in a better quality outcome than a face-to-face
collaboration. This is because virtual collaboration can lead to
more reflection and sharing of ideas than a face-to-face
environment.
Some Generalizations About
Collaboration
4. Avoid creating teams of homogeneous low prior knowledge
learners. Heterogeneous teams that include high and low prior
knowledge learners or homogeneous high prior knowledge teams
are best.
5. Regarding team size, consider pairs when your main goal is
individual learning. However, when your goal is creative problem
solving, a larger team of three to five members may be needed to
contribute sufficient expertise.
Some Generalizations About
Collaboration
6. Social presence leads to higher class satisfaction. You will
receive higher class ratings from most participants if they feel they
have had an opportunity to connect with the instructor and with
other participants.
Collaborative learning is one technique to increase social
presence.