In recent years, researchers, teachers, and systems designers have at last begun to concentrate on the social factors that impact the learning process in CSCL. Research by Dewiyanti et al has found that participation levels are positively impacted by smaller group size, by high levels of group support, and by requirements for the creation of a tangible, group-generated product. A high level of group cohesiveness encourages individual participation, which in turn reinforces the cohesion of the group.
Kreijns, Kirschner, Jochems, and van Buuren also stress the social aspects of learning, stating “…sociable CSCL environments not only fulfill the learning needs of the students, but also fulfill their social (psychological) needs, thereby making a complete learning experience.” (2007, p. 178).
Unfortunately, researchers, teachers, and instructional designers of CSCL, to the detriment of students, have in the past neglected the importance of social factors in collaborative learning environments. Now that technology has advanced to the point that most any conceivable environment in the online realm is readily achievable, the focus can shift to the more elusive social factors that are so critical to outcome.
More on social factors tomorrow....
REFERENCES
Dewiyanti, S. Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.
Jones, A. & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44, 395-408.
Kreijns, K., Kirschner, P. A., Jochems, W., & van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. Computers & Education, 49, 176-192.
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