Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues

Abstract

The aim of this study is to examine and to describe how student teachers engaged in courses in web-based learning environments over a period of 40 weeks develop a collective competence to collaborate. The collective competence of collaboration is defined as the level of learning ability a group of students express when using dialogues as a tool for their own and other's learning in a web-based learning environment. The students' contributions to the course assignments, the group responses and the collaborative discussions and dialogues were analysed and interpreted based on Bakhtin's and Rommetveit's theories on dialogic interactions and meaning potentials. The results describe three different levels at which students use dialogues as a tool for learning when they collaborate within the group.

Initial design principles for establishing a learning community for public health professionals through authentic e-learning

“…Further, collaboration with facilitators can help individual learners and teams of learners achieve higher levels of understanding and learning (Amhag and Jakobsson, 2009). Lee and McLoughlin (2010) identified special challenges facing distance learners using web technology, including "lack of feedback and instructor contact, feelings of isolation and alienation, lack of experience in studying at a distance, and lack of technical training in using the technologies involved with web-based learning" (p.65).…”

“…Communities of learners can exist as a study group in a library study room that may be informally self-organised (Amhag and Jakobsson, 2009) or more formally as "an intentional structuring of the students' time, credit and learning experiences to build community and foster more explicit connections among students, faculty and disciplines" [Smith, (2001), p.5]. A distinguishing aspect of a community of learners is that no matter whether they self-organise or are randomly or selectively placed into a team, the members actively learn through cooperative and collaborative communication and activities (Biasutti, 2011).…”

An Examination of Computer Engineering Students’ Perceptions about Asynchronous Discussion Forums

“…Of these networking technologies, ADFs, which are based on discussions of individuals with each other, are considered important information sources (Andresen, 2009;Hew, & Cheung, 2008). By means of the ADFs, which are also accepted as Computer Mediated Communication (CMC) tools, individuals discuss with each other on various topics and exchange opinions thereby contributing to the emergence of knowledge (Amhag, & Jakobssona, 2009). Thanks to information networking performed in this way as well as online learning activities, the ADFs are being turned into social support networks (Chen, & Chiu, 2008;Hou, Chang, & Sung, 2008;Lo, 2009).…”

Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

“…Several researchers stressed academic education should place more value and emphasis on the processes of argumentation engaging in higher-order thinking (e.g. Amhag, 2011;Amhag & Jakobsson, 2009;Erduran & Villamanan, 2009;Matusov, 2007;Meyer, 2003;Richardson & Ice, 2010;Schellens & Valcke, 2005). This can be seen as "wise thinking" and to some extent "creative thinking" (Craft, 2006), and other forms of reflective interactions supporting students' higher-order thinking and motivation to collaborate in effective ways.…”