Understanding collaborative learning processes in new learning environments

Trying to understand the complexity of computer-mediated problem-based learning environments is not easy. Sociocultural theory provides a theoretical framework for understanding such environments because it emphasizes the socially situated nature of learning and the critical role of tools in mediating learning. To examine how different aspects of discourse relate to each other, as well as to the tools being used in the collaborative learning process, it is important to understand how collaborative knowledge building unfolds and how these processes are mediated. This requires going beyond coding individual speech acts. The use of Chronologically-Ordered Representations of Discourse and Tool-Related Activity (CORDTRA) diagrams is one way of achieving this understanding. We use this to study contrasting cases of more and less successful groups using the STELLAR learning environment. STELLAR is an integrated online PBL environment for preservice teachers, containing a learning sciences hypermedia, a library of videocases, and online personal and collaborative spaces. Our analyses suggest that an important locus of differences is how students use resources and engage in different kinds of metacognitive talk and knowledge transforming activities, sometimes to the group’s detriment. Frequency analyses provided an easily interpreted snapshot of each group’s activity. The CORDTRA analyses provide a more dynamic view that helps researchers and teachers better understand how collaborative learning unfolds. Such analyses have implications for understanding new learning environments as well as helping identify where interventions might be needed.     

Co-regulation of learning in computer-supported collaborative learning environments: a discussion

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry.     

Student beliefs and learning environments: Developing a survey of factors related to conceptual change

This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance, based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a constructivist approach to teaching. Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science.     

From vocational training to open learning environments: vocational special needs education during change

This paper describes the development of education of students with special needs in vocational education. The paper is based on a case study research conducted in 2001–2005 in Jyväskylä Municipal Federation of Vocational Education in Central Finland. The study consisted of two parts: firstly of the historical analysis of special educational stages, and secondly of the contemporary analysis of special educational challenges in the research target. The Developmental Work Research model was used in attempting to get a systemic view of different factors affecting a special educational entity. The study showed the importance of a holistic view. The special educational system in the research target seems to be strongly linked to the general structure of vocational education, its goals, learning principles, legislation and personnel structure. The development of vocational special education in Jyväskylä followed the strongly regulated national guidelines set for vocational special education until the end of the 1990s. At that time new legislation, structural reforms and the change from norm‐based towards an autonomous information‐based self‐government opened doors for new special educational implementation. From the perspective of teachers specialized in special educational needs (SEN‐teachers) a clear change can be seen from an autonomous, defined work towards a loss of an expertise position. However, the strong linkage between general and special education in vocational education offers possibilities for inclusive education. In order to face the new challenges, the work of SEN‐teachers has to be redefined to clearly broaden the perspective from teaching towards new expertise in each educational establishment.     

Retrieval-based learning in special education

Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning.     

改造集体学习环境探讨个别学习服务——论基层电大开放教育学习服务

21世纪成人教育的学习途径、学习环境将日益计算机化、网络化、个别化.基层电大开放教育应建立以计算机为主导媒体的多媒体教学系统,建设高标准的校内实践场所和社会实践基地,加强师资队伍和技术队伍的建设,将刍层电大建成安排、协调集体学习、个别学习等各种学习活动的中心.     

Design,development, and implementation of electronic learning environments for collaborative learning

Developments in society and business, and related changes in higher education and lifelong learning, require educators and educational designers or technologists to rethink education. Examples of such changes are the growing importance of achieving complex learning, the integration of learning and work in education, and the need for improved flexibility with regard to time, place, and individual needs. These changes cannot simply be responded to by adding technological solutions implemented according to existing educational approaches. Instead, an integrated view of e-learning is necessary, characterized by the combination of pedagogical, technical, social, and organizational factors. This two-part special issue elaborates on the different characteristics of integrated e-learning, from design through future topics for research. He would like to give special thanks to Jan Elen and Brent Wilson, who took on the task of reviewing and discussing all of the contributions, both at AECT 2003 in Anaheim and for this issue, and J. Michael Spector, Development Editor of this journal, for his faith in all of us.     

Supporting students to develop collaborative learning skills in technology-based environments

The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning.     

Building computer supported collaborative learning environments in early childhood classrooms

Educational technology research and development - A Multi-touch table functions as a tablet, but allows multiple children to move around and manipulate the screen simultaneously. Using social...     

Improving collaborative learning in online software engineering education

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p?=?.08), improvement in individual achievement using this refined model.     

Evaluation of the individualized education program: A comprehensive approach for special service teams

A comprehensive approach to evaluating the Individualized Education Program (IEP) is delineated. The approach has been developed by the authors and used by special service teams in numerous public school districts. It consists of four interrelated evaluation strategies: evaluability assessment, process evaluation, outcome evaluation, and consumer evaluation. Utilization of each strategy by a special service team at a particular point during the IEP process results in obtainment of specific kinds of evaluation information that can be useful in program development, modification, or outcome determination. In the paper, each evaluation strategy is defined and discussed. Also, practical considerations for installation of the total evaluation approach are enumerated, with particular reference to problems created in settings where partial approaches to IEP evaluation already have been implemented.