Enriching accounts of computer‐supported collaboration by using video data

This paper will discuss the approach to the evaluation of computer‐supported collaborative learning developed in our group over the past ten years. This approach depends on the collection of video data to allow the analysis of key features of problem‐solving behaviour within groups of students working on collaborative learning tasks. Our theoretical framework derives from two sources‐ the CIAOl framework for evaluating examples of CAL and an analysis of appropriate methods of evaluating computer‐supported collaboration. Our work in this area has been supported by developing the data capture facilities for the CALRG (Computers and Learning Research Group) at the Open University. We will draw on a number of studies to illustrate this approach and will present a brief case study from work done on a computer‐supported learning environment for statistics where we use video records of video‐mediated collaboration. This case study gives an example of the rich data that can be collected using video recording and analysed to increase understanding of computer‐supported collaboration

Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Patterns of Computer-Mediated Interaction in Small Writing Groups Using Wikis

Informed by sociocultural theory and guided especially by “collective scaffolding”, this study investigated the nature of computer-mediated interaction of three groups of English as a Foreign Language students when they performed collaborative writing tasks using wikis. Nine college students from a Chinese university participated in the wiki-mediated collaborative writing project. Analyses of data from the wiki “Discussion”, “Page”, and “History” modules on each group tab revealed that the three small groups displayed three distinct patterns of online interaction: collectively contributing/mutually supportive, authoritative/responsive, and dominant/withdrawn. These patterns were substantiated by the roles group members assumed and members’ task approaches in terms of equality and mutuality. Also, findings from semi-structured interviews suggested that the different patterns of interaction influenced the students’ perceived learning experiences. The collectively contributing/mutually supportive group reported themost learning opportunities. This study not only fills a gap in current collaborative writing literature but also makes a theoretical contribution to research on computer-mediated interaction in collaborative learning. Pedagogical implications on how to conduct computer-mediated collaborative writing are also addressed

Computer-mediated knowledge communication

New communication technologies enable an array of new working and learning scenarios in which knowledge is being communicated. This article deals with the question to what extent these technologies can impede or facilitate knowledge communication. First, the various computer-based communication technologies will be classified. Second, effects of the medium on knowledge communication will be discussed based on results of studies of the current special priority program "Net-based Knowledge Communication in Groups". Third and last, computer-based possibilities to facilitate computer-mediated knowledge communication will be reviewNeue Kommunikationstechnologien ermöglichen eine Reihe neuer Arbeits- und Lernszenarien in denen Wissen kommuniziert wird. Dieser Beitrag beschäftigt sich damit, inwiefern diese Technologien Wissenskommunikation einschränken oder fördern können. Dazu werden in einem ersten Schritt die verschiedenen computerbasierten Kommunikationstechnologien untergliedert. In einem zweiten Schritt werden Wirkungen des Mediums auf die Wissenskommunikation diskutiert. Dazu werden u. a. die Ergebnisse von Studien des aktuellen Forschungsschwerpunkts "Netzbasierte Wissenskommunikation in Gruppen" berichtet. In einem dritten und letzten Schritt werden computerbasierte Möglichkeiten zusammengefasst, computervermittelte Wissenskommunikation zu förd

UNIVERSITY LECTURERS’ INFORMATION LITERACY SKILLS IN RELATION TO COMPUTER-MEDIATED PROFESSIONAL DEVELOPMENT

The Internet and its allied Information and Communication Technology (ICT) tools and resources is changing both the processand product of education with new and creative ways of learning and teachers’ professional development. Skills in informationprocessing are key factors to technology use among individuals and groups in facilitating effective classroom interaction throughcomputer-mediated communications and computer-mediated professional development. This paper examines information literacyskills of university lecturers in relation to ICT tools and resources that are applicable to faculty development such as; e-learning,e-mail communication, interactive multimedia, electronic discussion groups, discussion forum and emerging technologies. Thestudy involved a total of 142 participants randomly selected from five Universities located in two geo-political zones (South Westand North East) in Nigeria. Findings revealed higher information literacy skills among university lecturers in information literacyskills of tool, resource, research and publishing. Findings further imply that participants are technologically-capable in line withUNESCO ICT-Competency Standards for Teachers as participants reported effective use of most of the computer-mediatedprofessional development modes. The study recommends adoption of computer-mediated professional development by academicinstitutions, professional bodies, and associations. It also suggests e-mentoring among academic staff with collaborative efforts intechnology adoption within and among universities and inter-university institutions for professional development. It concludesthat lecturers without key information processing skills may find it difficult if not impossible, to cope with the pace of new andemerging technologies in their teaching career.Keywords: University Lecturers, Information Processing, Skills, Professional Development, Computer-Mediated ProfessionalDevelopment

Pre-service teacher development : a model to develop critical media literacy through computer game play

The primary objective of this study was to investigate the use of game-mediate learning with pre-service teachers, with the view to evaluating the use of a socially mediated knowledge construction to develop appropriate classroom pedagogical practices. Two instrumental case studies are presented in order to explore how pre-service teachers understand the use of computer games in teaching and learning. These cases are part of a collective case study to advance the theory of the use of video games in learning and teaching. Different groups of pre-service teachers participated in the study. The first group included third-year undergraduate education students who played a computer game on the biology of diseases. The second group of participants, postgraduate students reading for their teaching qualification, played computer games designed to address misconceptions related to genetics. The introduction of game puzzles into a learning activity acted as an explicit mediator of learning, and discussions between players implicitly mediated their understanding. Therefore, in a learning context it is argued that computer games as part of a lesson should never be the object of the activity, but should function as a tool that mediates learning outcomes. This approach can be used with any contemporary media that form part of a classroom lesson, to develop critical media literacy

Online but off-topic: Establishing common ground in small learning groups

There is not yet a great deal of research in formal online learning environments focusing on the seemingly “off-topic” conversations that small groups engage in as they complete learning tasks together. This study uses the theory of common ground as a framework to explore what participants are talking about when not discussing the concepts to be learned and how participants negotiate common ground in distance learning environments, including their use of computer-mediated communication (CMC) tools. The email, discussion forum, and chat transcripts of ten small groups comprised of experienced distance learners were investigated using computer-mediated discourse analysis, particularly attending to functional moves exchanged while completing tasks. Findings were as follows. First, groups talked more about off-topic issues such as logistics, social and technology concerns than they did the concepts to be learned. Second, they used the discussion forum more than chat or e-mail, but they did not vary much in their choice of mode for talking about particular topics. Finally, the groups established common ground through being explicitly responsive, responsible, and relational. Implications are that highly structured learning tasks should be balanced with more open-ended discussions that require less attention to logistic detail, students should be encouraged to attend to grounding strategies and should remain in the same groups long enough to develop such strategies

Assessing the efficacy of online teaching with the Constructivist online learning environment survey

Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the authors have been using the Internet to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage students (professional teachers) in reflective and collaborative learning. The web sites provide Activity Rooms in which the teachers engage students in frequent and focused discourse with each other and with their online tutors. As reflective teachers, the authors are keen to evaluate their own innovative practices and constantly improve them. To this end, they have designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. In this presentation, they outline the rationale of the questionnaire and present some preliminary analyses that illustrate its usefulness. [Author abstract, ed] Teachers of science, mathematics and technology Australia wide are being required to transform their established epistemologies of practice in order to engage learners as active conceptualisers within socially interactive learning environments. Many teachers are enrolling in postgraduate distance education programs to assist them with this challenging task. Curtin University is responding by using computer mediated communication to speed up the exchange of distance study materials and to provide online interactive learning environments (via chat groups, bulletin boards and email). For the past three years, the Internet has been used to teach online Masters degree students studying at a distance from Curtin. The major pedagogical goal is to engage the students (professional teachers) in reflective and collaborative learning. Curtin's web sites provide Activity Rooms in which students are engaged in frequent and focused discourse with each other and with their online tutors. To evaluate and improve on their teaching practice, the academic staff designed the Constructivist On-Line Learning Environment Survey (COLLES), an electronic questionnaire that enables them to readily monitor each student's preferred online learning environment and compare it with her/his actual experiences. This paper outlines the rationale of the questionnaire and presents some preliminary analyses that illustrate its usefulness

Effects of Asynchronous Learning Networks: Results of a Field Experiment Comparing Groups and Individuals

An Asynchronous Learning Network (ALN) is a Computer-Mediated Communication System designed to support "anytime/anywhere" interaction among students and between students and instructors. A field experiment compared groups and individuals solving an ethical case scenario, with and without an ALN, to determine the separate and joint effects of communication medium and teamwork. Undergraduate students in Computers and Society analyzed the case as an assignment in the course. Dependent variables include quality of the reports, learning as measured by similar cases on the final exam, and subjective perceptions of learning. The results indicate that working in a group, instead of alone, tends to increase motivation, perception of learning and solution satisfaction. Individuals working online produced higher quality reports on the ethics scenario than individuals working manually, and computer-supported groups produced the longest reports, while individuals working manually produced the shortest reports. Regarding group conditions, manual teams reported significantly higher levels of process satisfaction, perception of process structure and perception of discussion quality than teams supported by an asynchronous communication medium. However, computer-supported groups reported the highest levels of perceived learning. Finally, perception of collaborative learning does not seem to be affected by the use of the medium; both supported and unsupported groups perceived about the same levels of collaborative learning.Information Systems Working Papers Serie

Learning through computer-mediated communication: a comparison of Australian and Chinese heritage students

Twelve Australian and 12 Chinese heritage students from a third-year university computer ethics subject completed a Readiness for Online Learning Questionnaire; and six students from each of these two groups participated in a student-facilitated problem-solving discussion through computer-mediated communication. The questionnaire comparisons showed that the two groups of students were equally willing to self-manage their own learning, but that Australian students were significantly more comfortable with e-learning. The analysis of student postings in the CMC component showed that, collectively, Australian students posted more messages than did the Chinese students. Both groups participated equally in socialisation online; although Chinese heritage students posted a higher number of messages associated with organisational matters; and Australian students posted a larger number of message components associated with intellectual contributions to the discussion. These results are interpreted in a theoretical context and implications for practice are drawn. <br /