1 Designing Effective Online Collaborative Learning Environments Robert L. Jorczak Constance Pepin University of Minnesota.

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Designing Effective Online Collaborative Learning Environments

Robert L. Jorczak Constance Pepin

University of Minnesota

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Educational Trends

• Distributed Learning via the Internet– aka: online, e-learning, web-based

• Collaborative Learning– aka: cooperative, peer-to-peer, group

• Combination = Computer-Supported Collaborative Learning (CSCL)

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What is Collaborative Learning?

• Peer-to-Peer Interaction & Guidance– Small (2-5) group learning activities– e.g., Discussion (of predefined tasks)

• Cooperative Learning (Johnson & Johnson)– Positive interdependence (shared goals)– Individual accountability– Promotive interaction– Group social skills– Group processing (self-assessment)

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What is CSCL Discussion?

• Text only versus A/V conferencing• Synchronous (chat) versus asynchronous

(forums)• Instructor guidance via task specification and

discussion moderation• Software application characteristics– Hierarchies and threads

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Small Group Discussion Task

• Is online discussion for learning a good or bad idea?

• Are there any advantages?• What are some of the disadvantages?

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Online Discussion Issues

• Variable online technology skills• Mediation of communication (“filtering”) and

its effect on social presence(Short et al., 1976)

• Discussion divergence/convergence• Effects of writing on discussion• Scheduling issues

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Online Skills & Tool Issues

• Variation in online skills: age, gender, SES

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Online Skills & Tool Issues

• Variation in online skills: age, gender, SES

• Becoming less of a problem over time • Effect of application functions and interface– Graphic representations, labeling, anchored discussion

• Recommendations: – Provide training and help and start slowly – Consider needs and goal when choosing an application

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Filtering & Social Presence

• Lack of cues (inflection, body language, etc.) may hinder communication and social presence

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Filtering & Social Presence

• Lack of cues (inflection, body language, etc.) may hinder communication and social presence

• Compensation: emoticons, chat speak, creative punctuation

• Social presence can and does occur in online discussion (e.g., Clark, 2000; Gunawardena, 1997; Ubon & Kimble, 2004)

• Recommendations: provide for self disclosure and humor (Rourke et. al, 1999)

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Divergence / Convergence

• Discussion goal: divergence, then convergence – First, maximize competing ideas and argumentation (constructive

conflict)– Then, converge on a group consensus after processing

• Lack of diversity of ideas (lack of constructive conflict)– Some groups diverge spontaneously, but not on task– Rush to agreement, no divergence, premature convergence

• Groups do not spontaneously converge Andreissen, 2006; Andreissen et al., 2003

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Divergence / Convergence

Recommendations:

• Increase constructive conflict (e.g., with academic controversies) (Smith, Johnson & Johnson, 1984)

• Promote convergence via task and scripts (“reach consensus”)

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Small Group Discussion Task

What are advantages and disadvantages of communicating only via asynchronous text?

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Asynchronous Discussion Issues

What are advantages and disadvantages?• Access, non-native English speakers• Interaction is slowed allowing better reflection and

review (Garrison, et. al, 2000; Meyer, 2003)

• Writing has cognitive benefits: increased organization & deeper processing (Lapadat, 2002)

• Recommendations: – Chat for affective goals and brainstorming– Asynchronous for deeper, more thoughtful processing

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Scheduling Issues

• Discussion must be scheduled and coordinated

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Effective Online Discussion

Comments or Questions?