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Collaborative learning through CMC in academic education

This research explores collaborative learning in academic education, focusing on how computer-mediated communication (CMC) impacts knowledge construction among students. It emphasizes the process of generating and evaluating new ideas as a shared goal, and assesses various factors such as the roles of peers, coaches, and communication task characteristics in CMC environments. The study utilizes a variety of multimedia communication types to foster deeper engagement and critical thinking, providing practical tips for implementing effective collaborative learning strategies and CMC systems.

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Collaborative learning through CMC in academic education

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  1. Collaborative learning through CMC in academic education Arja Veerman & Else Veldhuis-Diermanse

  2. Context • academic students • open-ended knowledge domains • collaborative learning • knowledge (co-) construction • electronic discussion • CMC systems Coaching Communication medium Task Student Fellow student

  3. What is collaborative learning? • Trying to (co-) construct knowledge • Task-related activity • Reaching a shared goal • Not necessarily correct from a normative point of view

  4. What is collaborative learning? • Trying to (co-) construct knowledge • Task-related activity • Reaching a shared goal … not necessarily correct from a normative point of view Our definition: “ Collaborative learning can be described as a process of task-related knowledge construction, in which new ideas are generated, explained and evaluated in order to reach a shared goal”

  5. Context of the research

  6. Research aims • To assess knowledge construction in relation to the following factors: • student • peer-student • coach • task characteristics • CMC system

  7. Characteristics of CMC systems • Synchronous & asynchronous • Network-based • Flexibility of information exchange • Different types of communication: • text-based • graphical • structured interaction (e.g. graphical, threads) • audio/video

  8. Data analysis Text-based discussion Messages

  9. Data analysis Text-based discussion Messages Non-task related Task-related

  10. Data analysis Text-based discussion Messages Non-task related Task-related Non-constructive Constructive

  11. Data analysis Text-based discussion Messages Non-task related Task-related Non-constructive Constructive New Idea Explanation Evaluation

  12. Four studies

  13. Belvedere (Suthers & Weiner, 1995)

  14. Web Knowledge Forum (OISE)

  15. Results: task related messages

  16. Results: constructive messages

  17. Results: types of constructive messages

  18. Discussion and conclusions • Role of the (peer) student • Appropriation • Group size • Role of coaching • NM: more critical, not more knowledge construction • AF: modeling students’ behavior • Web KF: stimulates participation • Task characteristics • the more complex, the more task structure • different perspectives • CMC systems • synchronous: jump into conclusions • asynchronous: stimulates deep thinking

  19. Practical tips • Use open-ended tasks • Use structures to regulate organization and planning • Arrange heterogeneous groups or roles • Check students expectations • Use transparent CMC systems • Use the right system for the right purpose!

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