Using a CSCL-Driven shift in agency to undertake educational reform

Guzdial, Mark; Park, Jongwoo; Ludovice, Pete; Morley, T. D.; Kerce, Clayton; Lyons, Eric; Sukel, Katherine E.

doi:10.3115/1150240.1150265

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…There has been a positive increment in the use of CSCL platform to promote the learning of key educational concepts and skills in a variety of domains . According to Guzdial et al [, p. 1], “the goal of the computer was to support the students' understanding, to place agency for learning with the student, and to motivate the knowledge building community by providing the students with the medium in which to create their communal database.” CSCL brings the learning environment outside classroom whereby students are able to engage with collaborative work at anytime and anywhere via online environment. Such flexibility gives independence to the learner community to get involved in the learning process at their convenience, not restricted by time and place factors.…”

Section: Computer Supported Collaborative Learning (Cscl) Using Web 2mentioning

confidence: 99%

Online computer supported collaborative learning (CSCL) for engineering students: A case study in Malaysia

Balakrishnan

2014

Comp Applic In Engineering

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ABSTRACT:Computer supported collaborative learning (CSCL) via online is an emerging paradigm of educational technology where people can learn together with the help of computer and its related applications. CSCL has become an important and appealing mode of learning across disciplines including engineering. Teamwork is one of the most important elements in engineering profession and collaborative learning is a natural choice for engineering education since it cultivates team among students. This study aims to better understand the adoption of CSCL using Google Docs among engineering students and its relationship with students' attitude toward computer for learning, prior experience of using CSCL tool-Google Docs-and students' different learning styles. The outcomes of this investigation suggest that students' attitude toward computer for learning and prior experience have a significant relationship with the students' adoption of CSCL. At the same time, students' different learning styles did not have any impact on the adoption of CSCL in their learning process. ß 2014 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:352-362, 2015; View this article online at wileyonlinelibrary.com/journal/cae;

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Section: Computer Supported Collaborative Learning (Cscl) Using Web 2mentioning

confidence: 99%

Online computer supported collaborative learning (CSCL) for engineering students: A case study in Malaysia

Balakrishnan

2014

Comp Applic In Engineering

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“…Similarly, students using Guzdial's Coweb, a CSCL system that has students build knowledge collaboratively on the web, relies on the instructor's involvement and monitoring of student activity with the system. "The teacher's attitude and involvement is critical --since so many students were in the CoWeb mostly to hear from the teacher, a missing teacher might lead to less student involvement," (Guzdial et al, 1999). Even though students' attitude toward the classroom contract has changed with the use of CoWebs in the classroom and students no longer see the teacher as the main source of information, they are still placing authority in the teacher through valuing teacherapproved discourse produced by students.…”

Section: Creating Sharing and Evaluating Multiple Representationsmentioning

confidence: 99%

Influence of authority on convergence in collaborative learning

Hübscher-Younger

Narayanan

2002

Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02

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A typical classroom is already a community of practice and learning. Teachers and students are not blank slates when they encounter CSCL systems. They already have social roles, norms and conventions that effect social interaction and communication. College students, in particular, are not novices at working in the role of student; they are skilled students with a lot of experience.A major force affecting classroom communication and social interaction is authority, which gives certain people, objects, representations or ideas the power to affect thought and behavior. Computer-supported collaborative learning requires students and teachers to change how they understand and assign authority to be effective. Students need to assume more authority, assign authority to their peers, and to value their own thoughts and ideas. However, this is not an easy transition to make.This paper describes two studies in which students' perceptions of authority and authoritative representations in the classroom led to learning problems and misunderstandings while they were participating in collaborative learning. In both cases, the students converged on either a representation or representational style that they believed was authoritative. They did not converge on a representation or style based on how well the style or representation communicated the concept, but instead based on how well the representation or style reflected the practices of their teacher.In the first study, the students tried to use one representation presented by their instructor to answer all problems, regardless of whether or not it was an appropriate representation to use. As Roschelle and Behrend argue, students participating in collaborative learning, who are given a particular representation, will converge on a shared understanding (1995). However, the study described here shows that there can be learning problems when this occurs, especially when it occurs early in the learning process.In the second study, students used an early version of a system supporting web-based collaboration called CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning). Students shared their representations of algorithms anonymously, and viewed and evaluated each other's representations. In this study we found that the type and style of the representations converged on an authoritative style, an explanatory style similar to representations one would find their textbook or similar to ones used during lectures.In creating CSCL systems, we recommend to take explicit steps to lessen the effect of social identity on the formation and acceptance of ideas. Also, it is important to either adapt the system to the current social activities and arrangements in the classroom or to make it explicit how the social arrangement will change and have participants accept and take ownership of that change.

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“…For some classes, connecting students to the professor has been critical to both the usefulness and the usage. In other classes, a shift of agency from teacher-student to student-student communication took place to the point that students agree that they learned as much from each other as from the teacher [4]. Figure 2 demonstrates these four uses of CoWeb with screenshots and descriptions of actual usage; the names have been changed (where possible) for anonymity.…”

Section: The Coweb and Its Usesmentioning

confidence: 99%

Recognizing and supporting roles in CSCW

Guzdial

Rick

Kerimbaev

2000

Proceedings of the 2000 ACM Conference on Computer Supported Cooperative Work

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In this paper, we describe our experience with the longterm, widespread use of CoWeb, an asynchronous collaborative tool that is mostly used to complement existing faceto-face groups (such as classes). The CoWeb is an openended tool that does not enforce or explicitly support specific roles or usage, yet several well-defined uses and roles have emerged over time. In our design methodology, we recognize these roles and refine our collaboration environment to better support them.

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Using a CSCL-Driven shift in agency to undertake educational reform

Cited by 12 publications

References 5 publications

Online computer supported collaborative learning (CSCL) for engineering students: A case study in Malaysia

Online computer supported collaborative learning (CSCL) for engineering students: A case study in Malaysia

Influence of authority on convergence in collaborative learning

Recognizing and supporting roles in CSCW

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