BERA’99 Computer-Mediated Learning: Towards a typology of online educational interaction Philip...

BERA’99

Computer-Mediated Learning: Towards a typology of online

educational interaction

Philip Crompton

Research Fellow

Institute of Education, University of Stirling

Email: pc4@stir.ac.uk

Background

• SCHEMA– EU funded under 4th Framework– Research in the area of internet-based learning

in the social sciences– Develop continuing professional development

courses

Computer-based Learning

• 1950’s programmed learning

• 1980’s multimedia-based learning

• 1990’s internet-based learning

Collaborative Learning

• Shift from individual work (essays) to larger pieces of work due to the technology (e.g. presentations, portfolios include graphics, auidio, video etc..)

• Co-operative and collaborative learning– “emphasises cognitive processes such as conflict resolution, hypothesis

testing, cognitive scaffolding, reciprocal, peer tutoring and overt execution of cognitive and meta-cognitive processes and modelling

– (Underwood and Underwood, 1999)

Community Portraits Course

• Post-graduate course in social work

• Students in Scotland, Germany and Finland

• Groups of 3 (one from each country)

• Course over a period of 16 weeks

• Internet-based course (TELSIpro)

Research

• What are the features of successful online discussion in a collaborative learning environment?

• To what extent is collaboration useful as a predictor for successful learning outcomes?

Evaluation Data

• Pre and post course questionnaire

• Emoticon web form Likert scale)

• Online conversations

• Web statistics

Data analysis

• Discourse using a modified version of Bales (1950) Interaction Analysis schedule– 1. Group agreement– 2. Offers suggestions/answers– 3. Asks for suggestions/answers– 4. Group disagreement– 5. Organisational– 6. Technical

Preliminary findings

• Takes time - online relationships may reflect its

face-to-face counterpart but in slow motion

• Process benefits from being steered and facilitated

• Development of strategies for steering depends on

increased understanding of the minutiae of

collaborative relationships