Embedding computer conferencing into university teaching

CyberPsychology & Behavior

Jochems

et al. 2004

179

121

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."

Section: Introduction Cmentioning

confidence: 99%

Determining Sociability, Social Space, and Social Presence in (A)synchronous Collaborative Groups

Kreijns

CyberPsychology & Behavior

Jochems

et al. 2004

179

121

“…It is important to note that these positive results were found in studies that implemented 'extra' measures to ensure that participants engage in effective collaboration, primarily using Individual and Group-Based Learning 4 highly constrained and scripted collaborative learning environments (Dillenbourg, 2002; Fischer, Bruhn, Gräsel, & Mandl, 1999, 2002Kollar, Fischer, & Hesse, 2006); learning environments in which communication and coordination were bound to strict rules and formats to make sure that learners knew what they had to do, how they were supposed to do it, with whom they had to work and/or what they had to communicate about. Studies using less scripted or constrained environments show mixed and even negative findings regarding both learning process (Gregor & Cuskelly 1994;Hallet & Cummings, 1997;Heath, 1998;Mason, 1991), and group forming and group dynamics (Hiltz, 1998;Hobaugh, 1997;Hughes & Hewson 1998;Taha & Caldwell, 1993).It has become clear that placing learners in a group and assigning them a task does not guarantee that they will work together, engage in effective collaborative learning processes, and show positive learning outcomes (Soller, 2001). However a controlled collaborative learning environment is also not a guarantee for success.…”

mentioning

confidence: 99%

Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency

Paas

Computers in Human Behavior

2009

214

153

The effects of individual versus group learning (in triads) on efficiency of retention and transfer test performance in the domain of biology (heredity) among 70 high-school students were investigated. Applying cognitive load theory, the limitations of the working memory capacity at the individual level were considered an important reason to assign complex learning tasks to groups rather than to individuals. It was hypothesized that groups will have more processing capacity available for relating the information elements to each other and by doing so for constructing higher quality cognitive schemata than individuals if the high cognitive load imposed by complex learning tasks could be shared among group members. In contrast, it was expected that individuals who learn from carrying out the same complex tasks would need all available processing capacity for remembering the interrelated information elements, and, consequently, would not be able to allocate resources to working with them. This interaction hypothesis was confirmed by the data on efficiency of retention and transfer test performance; there was a favorable relationship between mental effort and retention test performance for the individual learners as opposed to a favorable relationship between transfer test performance and mental effort for the students who learned in groups. Collaborative learning models are based on the premise that certain types of learning are best achieved interactively rather than through a one-way transmission process (Johnston, James, Lye, & McDonald, 2000;Littleton & Häkkinen, 1999;Slavin, 1983Slavin, , 1995Veerman & Veldhuis-Diermanse, 2001;Weigel, 2002). Although collaborative learning is emerging as a promising educational approach, research on its effects on learning has been highly inconclusive (Kester & Paas, 2005). We believe that these inconclusive results have, among other things, been caused by a lack of attention to the structures constituting human cognitive architecture (Sweller, 1988;Sweller, Van Merriënboer, & Paas, 1998) when designing collaborative learning environments.Research stressing the potential of collaborative learning shows that collaborative learning environments can stimulate and/or enable learners to engage in activities that are valuable for learning. Activities such as self-directed learning, negotiating meaning (Beers, Boshuizen, & Kirschner, 2007;Kirschner, Beers, Boshuizen, & Gijselaers, 2008), verbalizing explanations, justifications and reflections, giving mutual support (Van Boxtel, Van der Linden, & Kanselaar, 2000), and developing arguments about complex problems or propositions (Munneke, Andriessen, Kanselaar, & Kirschner, 2007) have been found to facilitate the learning process. Collaborative learning has also been shown to help learners retain the learned information longer (Morgan, Whorton, & Gunsalus, 2000) and to foster their higher-order skills more than in more traditional lecture-based learning environments (Sloffer, Dueber, & Duffy, 1999). It is important to note that...

“…Αναλυτικότερα, στο πλαίσιο της πρώτης εργασίας, η αρχική διερεύνηση των αντιλήψεων των επιμορφούμενων ως προς τα βασικά γνωστικά αντικείμενα του επιμορφωτικού προγράμματος πραγματοποιήθηκε μέσα από την αναζήτηση σχετικών εικόνων και βίντεο (YouTube, Vimeo κ.ά. ), Μάλιστα τα βίντεο αυτά παρουσιάζονταν στο σύνολο της ολομέλειας, τίθεντο σε ψηφοφορία, στο φόρουμ της επιμόρφωσης, με την υποστήριξη του επιμορφωτή, ο οποίος μέσω των οργανωτικών, κοινωνικών και διανοητικών του δεξιοτήτων (Mason, 1991), ενθάρρυνε τους εκπαιδευόμενους να οικοδομούν και να διευρύνουν τα σχόλιά τους, αναπτύσσοντας την κριτική τους ικανότητα. Ακόμη, οι επιμορφούμενοι εμπλέκονταν σε ομαδοσυνεργατικές δραστηριότητες, δημιουργώντας το wiki της ομάδας τους, διευκολύνοντας έτσι όχι μόνο την επικοινωνία, αλλά και τη συνεργατική ανακάλυψη , διαμόρφωση, και διαμοίραση της γνώσης, ιδιότητες που είναι στοιχειώδεις και απαραίτητες για ανάπτυξη της δημιουργικότητας (Wheeler & Wheeler, 2009·Cole, 2009 Ακόμη, ιδιαίτερη σημασία είχε η δημιουργία και η ανάπτυξη των προσωπικών ιστολογίων των επιμορφούμενων, τα οποία λειτουργούσαν ως εργαλεία αλληλεπίδρασης και ανατροφοδότησης, καθώς μπορούσαν να γράψουν ελεύθερα την προσωπική τους πρωτότυπη ιδέα, αναπτύσσοντας τη φαντασία τους.…”

Section: οι δημιουργίες των επιμορφούμενωνunclassified

Παιδαγωγικός Σχεδιασμός και Υλοποίηση Εξ αποστάσεως προγράμματος επιμόρφωσης εκπαιδευτικών : Η Αξιοποίηση του web 2.0 στο Σύγχρονο Σχολείο» με έμφαση στη συνεργασία και την δημιουργικότητα

Αναστασιάδης¹,

Κωτσίδης²

2017

ICODL

Η νέα κοινωνική πραγματικότητα οδηγεί στην ανάγκη καλλιέργειας υψηλού επιπέδου δεξιοτήτων, έτσι ώστε οι πολίτες να μπορούν να προσεγγίσουν τα πολυδιάστατα προβλήματα και να δώσουν λύσεις αξιοποιώντας τη δημιουργικότητα, την αφαιρετική σκέψη και την εναλλακτική θέαση των πραγμάτων. Το εργαστήριο Δια βίου και Εξ Αποστάσεως Εκπαίδευσης του Παιδαγωγικού Τμήματος του Πανεπιστημίου Κρήτης, ανταποκρινόμενο στις σύγχρονες επιμορφωτικές ανάγκες των εκπαιδευτικών, υλοποιεί από το 2013 εξ αποστάσεως προγράμματα επιμόρφωσης με θέμα «Η Αξιοποίηση του web 2.0 στο Σύγχρονο Σχολείο - Από τη Θεωρία στην Πράξη με έμφαση στη Συνεργασία, τη Δημιουργικότητα και την Κριτική Σκέψη», τα οποία απευθύνονται σε εκπαιδευτικούς Πρωτοβάθμιας Εκπαίδευσης και απόφοιτους Παιδαγωγικών Τμημάτων Δ.Ε. Σκοπός της παρούσας εργασίας είναι η διερεύνηση του τρόπου αξιοποίησης των εφαρμογών Web 2.0 στην επιμόρφωση των εκπαιδευτικών, με έμφαση στην ανάπτυξη της δημιουργικότητας των επιμορφούμενων.