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BERA’99
Computer-Mediated Learning: Towards a typology of online
educational interaction
Philip Crompton
Research Fellow
Institute of Education, University of Stirling
Email: [email protected]
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