This chapter describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computersupported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of four to eleven persons. During and after the course students' experiences with collaborative learning were measured and after the course also students' satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also explored individual as well as course characteristics that influenced aspects of collaborative learning, and also aspects of collaborative learning that influenced students' satisfaction. The findings suggested that a group product influences regulation of group processes and group cohesion influences students' satisfaction with collaborative learning.Nowadays computer-supported collaborative learning (CSCL) environments are viewed as an important electronic learning medium for distance education. CSCL environments can be described as a context where the computer facilitates interactions among learners for acquisition of knowledge, skills and attitudes (Dillenbourg, 1999; Kaye, 1992; Koschman, 1996). Working together while accomplishing a task is seen as a characteristic of a powerful learning environment, aiming at active construction of knowledge (Van Merriënboer & Paas, 2003). Through a process of interaction and negotiation students have an active and constructive role in the learning process.Research in recent years has shown that CSCL environments have been used successfully to promote learning achievements in distance education. Harasim (1989) described the social, affective and cognitive benefits of collaborative group work for distance learners. From her study, she concluded that collaborative learning promotes more active and more effective learning for distance education. Hiltz (1995) also reported that students in collaborative learning conditions had more constructive learning processes and attained higher grades than students in other conditions. These environments provide distance learners the opportunity to work together and to practice critical reflection, conflict negotiation, and consensus building as in face-to-face learning environments.Besides, students are encouraged to exchange ideas, to share perspectives and arguments, and to use previous knowledge or experience in order to decide on the best solution for the problem to be solved.So, the use of CSCL environments can both help to overcome physical isolation between students and teachers, and help to improve learning.CSCL environments are often promoted as an open, safe, and trustable...
This chapter describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computersupported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of four to eleven persons. During and after the course students' experiences with collaborative learning were measured and after the course also students' satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also explored individual as well as course characteristics that influenced aspects of collaborative learning, and also aspects of collaborative learning that influenced students' satisfaction. The findings suggested that a group product influences regulation of group processes and group cohesion influences students' satisfaction with collaborative learning.Nowadays computer-supported collaborative learning (CSCL) environments are viewed as an important electronic learning medium for distance education. CSCL environments can be described as a context where the computer facilitates interactions among learners for acquisition of knowledge, skills and attitudes (Dillenbourg, 1999; Kaye, 1992; Koschman, 1996). Working together while accomplishing a task is seen as a characteristic of a powerful learning environment, aiming at active construction of knowledge (Van Merriënboer & Paas, 2003). Through a process of interaction and negotiation students have an active and constructive role in the learning process.Research in recent years has shown that CSCL environments have been used successfully to promote learning achievements in distance education. Harasim (1989) described the social, affective and cognitive benefits of collaborative group work for distance learners. From her study, she concluded that collaborative learning promotes more active and more effective learning for distance education. Hiltz (1995) also reported that students in collaborative learning conditions had more constructive learning processes and attained higher grades than students in other conditions. These environments provide distance learners the opportunity to work together and to practice critical reflection, conflict negotiation, and consensus building as in face-to-face learning environments.Besides, students are encouraged to exchange ideas, to share perspectives and arguments, and to use previous knowledge or experience in order to decide on the best solution for the problem to be solved.So, the use of CSCL environments can both help to overcome physical isolation between students and teachers, and help to improve learning.CSCL environments are often promoted as an open, safe, and trustable...
Working together while accomplishing a task is a characteristic of a powerful learning environment that aims at active knowledge construction. Studies have demonstrated that collaborative learning by using asynchronous communication tools can have advantages over collaboration in a face-to-face setting. However, it is questionable whether students are able and willing to learn collaboratively through these new kinds of learning environments. The present research investigates whether asynchronous collaborative learning is a feasible learning method for student teachers. In particular, this article explores issues of students' participation, interaction, and experience while using an asynchronous Computer-Supported Collaborative Learning (CSCL) environment to facilitate collaborative learning. Two studies that apply various instructional settings are presented. Findings show that students did not use CSCL environment effectively to facilitate their collaboration. A low participation rate, a limited interaction, and some negative experiences indicate that more studies in various topics in CSCL environment are needed.
This paper will report on the development of a university-wide framework to embed communication skills in learning, teaching and assessment at Murdoch University. The framework is based on a multi-layered approach that aims to support both staff and students through an integrated set of services and resources. These include communication skills rubrics, professional development workshops and online resources for staff, and diagnostic assessment and online modules for students. Although the project has been driven by pragmatic, institutional needs, it has aimed to contribute to theoretical understandings concerning ways of embedding the teaching, learning and assessment of communication skills in higher education curricula. Alongside the development of a practical, university-wide Communication Skills Framework, the project has followed a design-based research approach to generate guiding principles for embedding communication skill across the curriculum in higher education.
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