As defined by Garrison, Anderson and Archer (2000). We use LinkedIn to ensure that our users are real professionals who contribute and share reliable content. 1. Chapter 11: Ensuring quality teaching in a digital age. 3. Technology makes collaborative learning easier Collaboration had the same results via technology as in person, increased learning opportunities. Indeed, it is possible to conduct either model synchronously or asynchronously, at a distance or face-to-face. The use of online discussion activities within online learning continues to grow. The two models (OCL and CoI) are also more complementary rather than competing. Collaborative learning is complex and should allow time and support to encourage the development of online learning communities. it does not scale easily, requiring highly knowledgeable and skilled instructors, and a limited number of learners; it is more likely to accommodate to the epistemological positions of faculty and instructors in humanities, social sciences, education and some areas of business studies and health and conversely it is likely to be less accommodating to the epistemological positions of faculty in science, computer science and engineering. Connectivist learning environments are constantly changing in large part because technology and web-based applications are always improving and evolving. However, connectivism is a fairly new learning theory that should also be considered because it blends together cognitivism and constructivism theories of learning and is the process that occurs within a constantly changing learning environment. The theoretical framework of online collaborative learning is that of socioconstructivism (Vygotsky, 1962). A successful collaborative group activity allows learners to feel a sense of community and provides learners with an active role and responsibility, which is shared among his or her established groups. While OCL theory does encourage the learner to be active and engaged, this is not considered to be sufficient for learning or knowledge construction……In the OCL theory, the teacher plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the art in that discipline. We use cookies in order to personalize your experience, display relevant advertising, offer social media sharing capabilities and analyze our website's performance. The role of the teacher or instructor in this process is seen as critical, not only in facilitating the process and providing appropriate resources and learner activities that encourage this kind of learning, but also, as a representative of a knowledge community or subject domain, in ensuring that the core concepts, practices, standards and principles of the subject domain are fully integrated into the learning cycle. Collaboration stimulates deep learning. Cambridge Handbook of the Learning Sciences New York: cambridge University Press. The development of collaborative online discussions requires instructors to include sufficient time for learner discourse and moderation. Collaborative learning is a teaching technique where students are put together in groups to explore meaningful topics or tests in a syllabus. Collaborative Online Learning. This process can be as short as five minutes, but can be longer, depending on the task at hand. Constructivism and connectivism best support eLearning because they focus on making connections with new information through learner and technology interactions. This article aims to discuss the challenges and benefits of 3 specific activity types, suggestions, and the learning theories to which collaborative learning activities are supported. The concurrence of both constructivist approaches to learning and the development of the Internet has led to the development of a particular form of constructivist teaching, originally called computer-mediated communication (CMC), or networked learning, but which has been developed into what Harasim (2012) now calls online collaborative learning theory (OCL). Activity 6.1 How many technologies can you see in Figure 6.1? What is collaborative language learning? Also, the necessary conditions for success in teaching this way are now well known, even though they are not always universally applied. These collaborative activities help train learners for the 21st-century workplace, including learning how to share ideas, express opinions, and manage time. This is one of the oldest, yet still the favorite form of online collaboration activities. One way to overcome this challenge is for online instructors to develop and share best practices that facilitate feedback and assessment activities. She describes OCL as follows (p. 90): OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer. Another benefit to allowing learners to provide each other with constructive feedback facilitates two-way learning; once when the learner participates in the assessment and, again, when the learner provides peer feedback. 11.4 Step two: what kind of course or program? Learners who participate in collaborative assessments and peer-to-peer feedback activities are better prepared for real-world situations. Research and practitioners of online learning environments largely support the benefits of true collaboration through discussions and sharing of new information. As a result there are often major cultural differences in students with regard to participating in discussion-based collaborative learning that in the end reflect deep differences with regard to traditions of learning and teaching. Even if the “group” is just two people working together, collaborative strategies can help to stimulate interesting debate and allow learners to discover a new perspective on material. Harasim provides the following diagram to capture this process: Another important factor is that in the OCL model, discussion forums are not an addition or supplement to core teaching materials, such as textbooks, recorded lectures, or text in an LMS, but are the core component of the teaching. 3. Instructors should take advantage of the technology and tools available, continuously monitor student interactions, and manage time wisely to overcome these challenges. This social discourse furthermore is not random, but managed in such a way as to ‘scaffold’ learning: Thus there are two main strengths of this model: Many of the strengths and challenges of collaborative learning apply both in face-to-face or online learning contexts. 3 boards and unlimited teammates for free. Do you see other strengths or weaknesses with these models? The challenge for online instructors becomes how to construct a collaborative discussion activity, which is engaging and meets the needs of all learners. Learning through collaborative online discussion groups is reciprocal and the most direct way for instructors to assess learning online. Research overwhelmingly supports that online peer assessments can support a student-centered approach when assessments are implemented through collaborative peer-to-peer communication, active participation, and interactivities. INTRODUCTION Online education has become an integral part of many colleges and universities. Additionally, by sharing assessments and allowing learners to provide peer-to-peer feedback creates transparent learning environments and supports developing skills within a growing learning community. Oups. Shorter in-class collaborative learning activities generally involve a three-step process. (ed.) 4. In some cultures, it would be considered disrespectful to challenge or criticize the views of teachers or even other students. Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education: Foundations for Success San Francisco: Jossey-Bass, Brindley, J., Walti, C. and Blashke, L. (2009) Creating Effective Collaborative Learning Groups in an Online Environment International Review of Research in Open and Distance Learning, Vol. (eds.) Stay on top of the latest eLearning news, resources and offers. 5. Once again, we see that the mode of delivery is less important than the design model, which can work well in both contexts. 11.2 Nine steps to quality teaching in a digital age, 11.3 Step One: Decide how you want to teach. Additionally, creating collaborative groupings in this way encourages learners to become active participants in the collaborative learning process. Are now well known, even though they are not always universally applied of eLearning, constructivism and connectivism to! A way this can be addressed is for online instructors becomes how to work with in. 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