Module 3 Blog: Collaboration
Rheingold made some very
significant points in his discussion of the evaluation of Wikipedia as a
collectively developed encyclopedia. The most significant point that Rheingold
made in his discussion was that we all have a human instinct to interact and
work as a group.
It is the basic instinct of
humans to want interaction with others. Humans are very much social beings and
interacting with others is an integral part of human life. We are not merely
social in the slight sense that we enjoy the company of others, or in the evident
sense that we depend on others, but we are social in an elemental sense; solely
to be human obliges interaction with others. Our need to interact with others
is a human instinct and need.
Technology has long been
seen as an optimal medium for the application of the constructivist principles
(Murphy, 1997). The constructivist approach to learning is facilitated by
technology, more specifically the web. The Constructivist Theory focuses on
making connections and making meaning in the learning process.
Web based courses are
frequently designed with constructivist principles in mind. These principles inspire
learners to collaborate with others, to navigate and create their unique
knowledge base. Technology facilitates collaboration by joining together
learners and bringing them together in the same space so collaboration can take
place. Chat rooms, allow groups of learners to collaborate with each other
through the use of synchronous communication.
An empirical study conducted
by Papnikolaou & Boubouka (2010) investigated the value of collaboration
and found that collaboration is an effective learning tool. Papnikolaou, K.,
& Boubouka, M. (2010). Promoting
collaboration in a project-based e-learning context. Journal of Research on Technology in Education. (43) 2, 135-155.
References
Murphy, E. (1997).
Constructivism from philosophy to practice. Retrieved from http://www.stemnet.nf.ca/~elmurphy/emurphy/cle.html.
Papnikolaou, K., & Boubouka,
M. (2010). Promoting
collaboration in a project-based e-learning context. Journal of Research on Technology in Education. (43) 2, 135-155.
Hi Pam,
ReplyDeleteYou mention that chat rooms offer areas for synchronous communications. Though these communications are MORE synchronous, I would still consider them asynchronous by nature for you have time to multitask and critically think before you respond (unlike Skype). Even the Elluminate software is like this in the way we use it. Now if we hooked up audio between us, then it would be a true synchronous meeting. So wouldn't chat rooms (like Walden's) offer both synchronous and asynchronous opportunities for collaboration practices? Furthermore, wouldn't these chat rooms deliver opportunities for the benefits of both forms of communication in a collaborative setting? Nice post.
Tim
Tim,
DeleteYou made a very valid point in your reply. Chat rooms are asynchronous by nature, while you do not have the extended amount of time to think critically and respond as you do in synchronous communication you are given the opportunity to think critically and respond.
The Elluminate software offers asynchronous and synchronous communication for collaborative practices. Asynchronous communication provides an opportunity to give reflective, thought provoking responses to posed questions and to provide insightful responses to the opinions and ideas of others. You have an opportunity to read and craft responses and to reflect and think critically before responding.
Chat rooms similar to Elluminate deliver opportunities for the benefits of both asynchronous and synchronous communication in a collaborative setting.
The effective use of both asynchronous and synchronous communication offers many benefits to those in the collaborative setting.
Pam,
ReplyDeleteGreat post! I agree that we all possess an instinct to interact and work as a group. Collaborating within the online classroom has been a huge benefit for me. I often think back to my bachelors and masters degrees and ponder how much collaboration and the virtual classroom would have been a tremendous help. Murphy and Rheingold present profound ideas in regards to collaboration, constructivism, and education which speak directly to the implementation of technology. Technology offers many collaboration benefits for students, faculty, parents, and institution of higher education.
Ennis,
DeleteThe use of technology in education is steadily growning. Technology offers many opportunities for students, teachers, parents, and educational institutions alike. Collaboration is one area where educational technologies demonstrate particular promise. It is essential to becoming a successful learner. Collaorative learning affords students many benefits and technology can facilitate collaborative learning.
Hi Pam, Online classrooms definitely change the dynamics of the classroom. I use one with my high school students and find they often "tell" me things they wouldn't feel comfortable telling me face to face. It is a very important way for me to keep in touch with their internships. However, I do have a hard time getting them to work together online. That is something I am working on and trying to tweak but it feels like it will be a long process. -- Carol
ReplyDeleteCarol,
ReplyDeleteOnline classrooms have definitely changed the dynamics of the classroom. With this change in dynamics, comes a change in the role of the educator and the learning environment.
As online education steadily grows, so does the realization that the role of the educator has changed. The educator is the dispenser of information and the initiator of classroom activities in the traditional classroom. However, online learning is student centered. Online education demands the change of the role of the educator; the educators’ role is no longer the information transmitter but becomes the guide who arranges meaningful learner centered experiences. In the online classroom the teacher becomes the facilitator.
The learning environment in the online classroom is arranged in a way to provide situations in which students use their own knowledge to construct the meaning of a problem. In the online classroom learning environment students are active participants in the learning process (Sellers, 2001).
References
Muirhead, B. (2001). Practical strategies for teaching computer-mediated classes. Retrieved from
http://www.usdla.org/html/journal/may01_Issue/article02.html.
Sellers, R. (2001). Learning to teach in a virtual environment: A case study of the Louisiana virtual classroom teachers. Doctoral dissertation, Louisiana State University.
Hey Pamela. I agree that communication and interacting with others are basic human needs. For instance, for those who believe in the teachings of the Bible, God said that it wasn’t good for Adam to be alone; so He created woman (Eve). Since then, we’ve observed humans working together to accomplish tasks. This observed in every setting of our society, from our classrooms to businesses to churches. In the classroom, interaction amongst learners and the instructor is an essential component in student’s learning process.
ReplyDeleteI remember when online learning became popular; people criticized it for diminishing that ‘face to face’ (F2F) interaction amongst individuals. However, this online learning seems to increase communication; as it provides various ways for individuals to connect through communication and collaboration. Instead of F2F interaction, there is electronic interaction in the form of email, instant messaging, chatting, video conferencing, etc. Overall, through online learning, students are able to communicate and collaborate electronically as they learn necessary content.
Jessica,
DeleteThe perception that many once had about online learning has changed dramatically. The online learning environment does indeed increase communication. Take our threaded discussions for example, they encourage and foster communication among us and the faculty. The nature of threaded discussion allows all voices to be heard. The asynchronous discussion provides us with the time needed to reflect upon the discussion question, it affords us with the opportunity to produce a greater depth of learning.
Threaded discussions and chat rooms affords us the opportunity to collaborate on group projects, it couples real time learning activities with the opportunity to communicate.
Constructivist such as Dewey (1916), Vygotsky (1978), and Bruner (1996) view knowledge as constructed by learners through social interaction with others.