Applying reflection and moderation in an asynchronous computer‐supported collaborative learning environment in campus‐based higher education

Abstract

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.

Using a synchronous online learning environment to promote and enhance transactional engagement beyond the classroom

“…These increased interactions can encourage students to become more engaged in the learning process (Gellin, 2003). Further, as students become more engaged in their learning they are able to share negotiate and review their existing knowledge information which leads to knowledge construction or knowledge creation (Dewiyanti et al, 2005;Paavola et al, 2004) as opposed to knowledge acquisition. The previous point suggests that as students engage in meaningful interactions with their teachers and peers this can lead to developing higher order thinking skills (Chang and Fisher, 2001;Schulz, 2003;Calder, 2004;Geer, 2005).…”

Off campus students' experiences collaborating online, using wikis

“…Most institutions providing online courses now provide opportunities in at least some subjects for students to participate in collaborative learning projects so that students experience opportunities for sharing and constructing knowledge (Dewiyanti et al, 2005). Uptake by students varies greatly and appears highly dependent on the context (Carr et al, 2007), and the benefits for students appear similarly dependent on the processes employed:…”

The university student experience of face-to-face and online discussions: coherence, reflection and meaning

“…Despite superficial differences in terminology, research into online discussions, computermediated conferencing and networked learning often focuses on very similar kinds of learning tasks. The results from such studies reveal a degree of convergence: that good online discussions foster effective collaborative learning (Dewiyanti et al, 2005); that students can learn through reflecting deeply on the online submissions made by others if they understand the purpose of the activity and approach it in useful ways ; that reflection can be part of an active learning structure for online discussions that facilitate the sharing of different viewpoints and ideas to develop understanding (Gilbert & Dabbagh, 2005); and that students do not necessarily have to participate directly in a discussion to benefit from reflecting through listening or reading (McKendree et al, 1998).…”