Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning
There is such a wide variety of uses of this term 'collaborative learning' inside each academic field, and a fortiori, across the fields (Dillenbourg, 1999). However, in terms ofthe recent focus of CSCL (computer supported collaborative learning), in effective collaborative knowledge building, the group must engage in thinking together about a problem or task and produce a knowledge artefact such as a verbal problem clarification, a textual solution proposal, or a more developed theoretical inscription that integrates their different perspectives on the topic and represents a shared group result that they have negotiated (Stahl, 2006). As a consequence, collaborative learning should combine 'constructionism' with 'social learning' (Laurillard,2009). From this perspective, collaboration cannot be considered as a condition and support for individual cognition, rather it should be conceptualised as an effective means of developing group meaning through the interactions among the group's individual members, not by the individuals on their own. The idea of this thesis is to analyse and critique the mechanism of knowledge construction happening inside the boundary of the asynchronous discussion forums which are often referred to as the 'collaborative environments'. The objective of the research is to investigate how far the contemporary design of the learning environment and the process of facilitating the general approach of collaborative interactions are compatible with the theoretical assumptions of the ideal form of collaborative learning. Conceptualising collaboration on a continuum of six consecutive processes, the content analysis model originally illustrated by Murphy (2004), has been used in this research for the identification and measurement of collaboration in four different asynchronous discussions where critical emphasis was given to analyse the process of group meaning making from the qualitative point of view, mainly by micro analysis of the messages. As in an evaluation context, the aim of this ...
A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning
There is such a wide variety of uses of this term 'collaborative learning' inside each academic field, and a fortiori, across the fields (Dillenbourg, 1999). However, in terms ofthe recent focus of CSCL (computer supported collaborative learning), in effective collaborative knowledge building, the group must engage in thinking together about a problem or task and produce a knowledge artefact such as a verbal problem clarification, a textual solution proposal, or a more developed theoretical inscription that integrates their different perspectives on the topic and represents a shared group result that they have negotiated (Stahl, 2006). As a consequence, collaborative learning should combine 'constructionism' with 'social learning' (Laurillard,2009). From this perspective, collaboration cannot be considered as a condition and support for individual cognition, rather it should be conceptualised as an effective means of developing group meaning through the interactions among the group's individual members, not by the individuals on their own. The idea of this thesis is to analyse and critique the mechanism of knowledge construction happening inside the boundary of the asynchronous discussion forums which are often referred to as the 'collaborative environments'. The objective of the research is to investigate how far the contemporary design of the learning environment and the process of facilitating the general approach of collaborative interactions are compatible with the theoretical assumptions of the ideal form of collaborative learning. Conceptualising collaboration on a continuum of six consecutive processes, the content analysis model originally illustrated by Murphy (2004), has been used in this research for the identification and measurement of collaboration in four different asynchronous discussions where critical emphasis was given to analyse the process of group meaning making from the qualitative point of view, mainly by micro analysis of the messages. As in an evaluation context, the aim of this ...
A critical analysis to explore the extent to which cases of asynchronous online discussions support collaborative learning
Mukherjee, Arundhati (Autor:in)
01.01.2011
Doctoral thesis, Institute of Education, University of London.
Hochschulschrift
Elektronische Ressource
Englisch
DDC:
690
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