The role of scaffolding and motivation in CSCL

Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue

An analysis of student collaboration and task completion through project based learning in a web-supported undergraduate course

Over the past decade calls for reform in higher education have emphasized that education should become less instructor centered with students taking a more active role in their learning. Moreover, there is increasing pressure on university professors to implement student centered teaching strategies that negate time and place restrictions of the classroom by integrating technologies that support the active engagement of students through Internet based applications. The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity. Twenty-one undergraduate students participated in the study while completing a component of a course that incorporated a collaborative project as part of the requirements for completion. A multi-case study was conducted on six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions that students had of their experiences in this type of learning environment. It was found that the interactions that occurred online closely followed established steps in the problem solving process. There were also indications that the type of system used for online communications (asynchronous and synchronous) is an important factor in task appropriateness. The findings of this study also revealed that high and low achieving groups differ in frequency and temporal aspects of their online interactions. Students also differentiated between asynchronous and synchronous systems as to the type of tasks that are best suited for each. Their was a general consensus that asynchronous systems are best for tasks that require reflection time and deeper thought and synchronous systems are best for brainstorming and as a forum for the free flow of ideas. The latter also seems to be more conducive to situations that require solidarity building and group social connection. The findings of this study provide valuable information that contributes to the body of literature in online learning, provided practitioners with insights into the importance of the interactions that occur, and provides researchers with possible future studies that are relevant to this immerging field of education

Approaches to networked learning : an investigation into the nature of autonomous student interaction with web-based educational environments.

A Networked Learning Environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist learning theory makes many claims about the potential of such environments, and the educational ‘affordances’ inherent within them. Yet what we understand about the ways in which students learn online, and whether this is conducive to realising the potential benefits on offer, is somewhat limited. Research into learning style differences and attitudes towards online studying provides a partial insight. However, by using tools designed for assessing how students undertake learning in traditional contexts, and through having been predominantly quantitative, much of the research to date can only highlight the relevance of such factors. Consequently, many questions regarding the how and why of networked learning behaviour remain largely unanswered, and there is a growing consensus that an understanding that is informed by the subjective perspectives of learners is required. This thesis describes a primarily qualitative investigation that shared this concern. The main research element involved a phenomenographic study that focused on the perceptions, behaviours and experiences of students who interacted with NLEs that were the sole or primary means of course delivery in three undergraduate, campus- based contexts. Two case studies and a naturalistic experiment were conducted, and the phenomenographic study was supplemented with other data relating to assignment grades, online discussion contributions, and preferences for conventional studying. The phenomenographic analysis identified three distinct types of approach to networked learning that can be seen as increasingly effective in terms of networked learning interactions and outcomes. Based on the findings of the phenomenography, and other aspects of the research, the thesis argues that while many students will experience to some extent the affordances inherent within NLEs, there is an important distinction between students recognising the benefits of networked learning, and actually undertaking this in a way that is conducive to good knowledge development. This thesis concludes by presenting a theoretical framework that conceptualises the relationship between a range of individual and contextual factors that influence networked learning, and which has a number of implications for theory and practice

IT-Gestützte Kollaborative Kreativität

Companies and organizations must constantly evolve in order to stay competitive in the marketplace. An important role is played by innovations that ensure this continuous corporate success. Producing innovations depends strongly on creativity, which is why active support makes sense and is worthwhile. Creativity can be supported by information technology and is most effective in teams and groups. Collaboration and the consideration of different collaboration mechanisms play an equally important role in this context as the active support by information technology. This dissertation deals with the question of how information systems can be designed in order to use information technology to actively support creativity and that collaborative creativity processes are promoted. With the help of a systematic literature review, current creativity support systems were examined and the necessity of research was explained. A design-oriented approach was then used to develop and evaluate various approaches that address the research question. A total of 25 scientific articles were produced, five of which are included in this dissertation. Various conducted studies show the additional value of active support through information technology and provide design guidelines for better support of collaborative creativity.Unternehmen und Organisationen müssen sich ständig weiterentwickeln, um am Markt beständig zu sein und geschäftsfähig zu bleiben. Eine wichtige Rolle sind Innovationen, die diesen kontinuierlichen Unternehmenserfolg sicherstellen. Innovationen zu produzieren hängt stark von Kreativität ab, weshalb eine aktive Unterstützung sinnvoll und lohnenswert ist. Kreativität kann dabei durch Informationstechnik unterstützt werden und entfaltet vor allem in Teams und Gruppen ihre größte Wirkung. Kollaboration und die Betrachtung unterschiedlicher Kollaborationsmechanismen spielt in diesem Kontext gleichermaßen eine wichtige Rolle, wie die aktive Unterstützung durch Informatikstechnik. Die vorliegende Dissertation beschäftigt sich mit der Fragestellung, wie Informationssysteme gestaltet werden können, um einerseits Informationstechnik so einzusetzen, dass sie aktiv Kreativität unterstützt, andererseits so gestaltet werden sollte, dass kollaborative Kreativitätsprozesse gefördert werden. Mit Hilfe einer systematischen Literaturanalyse wurden dabei aktuelle Kreativitätsunterstützungsysteme untersucht und die Notwendigkeit der Forschung dargelegt. Mit einem gestaltungsorientierten Vorgehen wurden daraufhin unterschiedliche Ansätze entwickelt und evaluiert, die die Fragestellung adressieren. Dabei sind insgesamt 25 wissenschaftliche Artikel entstanden, von welchen fünf in diese Dissertation eingebunden sind. Unterschiedliche durchgeführte Studien zeigen daraufhin den Mehrwert von aktiver Unterstützung durch Informationstechnik auf und geben Gestaltungsrichtlinien zur besseren Unterstützung von kollaborativer Kreativität

The Face Of Feedback: Exploring The Use Of Asynchronous Video To Deliver Instructor Feedback In Multidisciplinary Online Courses

ABSTRACT THE FACE OF FEEDBACK: EXPLORING THE USE OF ASYNCHRONOUS VIDEO TO DELIVER INSTRUCTOR FEEDBACK IN MULTIDISCIPLINARY ONLINE COURSES by NAIMAH NOELLE WADE November 2015 Advisor: Dr. Monica Tracey Major: Instructional Technology Degree: Doctor of Philosophy The purpose of this qualitative, design-based research study was to design, implement, and explore the use of an asynchronous video feedback protocol in higher education online courses. Bannan’s (2013) Integrative Learning Design Framework guided the design and implementation strategy for this study by dictating its three core phases; 1) Informed Exploration, 2) Enactment, and 3) Local Impact Evaluation. The video feedback intervention cycled through two design iterations to understand the experiences of the study participants and interpret the corresponding implications for instructional designers, teaching and learning practitioners and student success administrators. The study gathered data using multiple methods including, a designer reflection journal, a practitioners pre-launch assessments, weekly reflections questionnaires, post-intervention debrief interviews and student reflections. To expand upon the existing body of research on technology-enhanced feedback provision in online courses, this study explored video feedback from the perspective of faculty members and instructors, with specific regard their perceptions and engagement with the selected video technology. The findings revealed that an asynchronous video feedback protocol, designed to integrate Screen-cast-o-matic and Blackboard, captured a plausible solution to an authentic problem with instructor feedback. Using grounded theory, the findings were unpacked as they relate to student/instructor experiences and perceived learning gains. The study also drew upon its evidenced-based conclusions to summarize a recommended set of design principles that emerged in the research process. The first principle related to the design process, as a whole; The design process for an asynchronous feedback protocol is dynamic and revolves around a clear picture of the desired end, coupled with and systemic approach to progressing from concept to creation of a functional product. The second principle was associated with design decisions; The instinctive decision-making of the designer plays a defining role in bridging the gap between the intervention’s technical needs and the stakeholder’s functional desires. The third principle related to the universal application of asynchronous video feedback; With deliberate effort, asynchronous video feedback can be designed transcend specific topics or subject matters. The fourth principle addressed integrating asynchronous video feedback; The expectations of asynchronous video feedback users should be managed such that self-efficacy is cultivated prior to implementation. This study revealed implications for several stakeholders in higher education including instructional designers, course developers, faculty, student success administrators and teaching and learning practitioners. For instructional designers and course developers, the most striking implications of this study relate to the role of failure in design and the emergent design principles for an asynchronous video feedback intervention. For administrators in teaching and learning roles or those who work on student success, this study presents an innovative approach to narrowing the psychological distance that can characterizes technology mediated learning environments. It also positions video feedback as a potential strategy for streamlining the feedback provision practices of academic faculty. Finally, it sheds light on the importance of instructor visibility in the online environment and the impact that a more tangible connection with the instructor could have on student engagement