A review of web-based collaborative learning: factors beyond technology

1. A review of web-based collaborativelearning: factors beyond technology Hron A. & Friedrich H.F. (2003) A review of web-based collaborative learning: Factors beyond technology.Journal of Computer Assisted Learning, 19(1), 70-79 陳銹陵2006/07/24

2. Introduction • Collaborative learning involves the joint construction of meaning through interaction with others and can be characterised by a joint commitment to a shared goal (Lewis, 2000; Littlejohn & Häkkinen, 1999).

3. Specific characteristic of net-based collaborative learning • Social situation - 取代傳統面對面的方式，利用CMC（Computer-mediated communication, 電腦中介溝通）進 行同步/非同步的溝通，如Email，討論區，BBS，網路看板，網路會議…等。 - CMC: 利用電腦或網路做為溝通的媒介。 - Talking Writing（Text-based本文方式） • Message exchange - 訊息與時間的彈性使學習者更能安心閱讀與回應問題。 - 線上學習，訊息交換可能會有短暫的延遲。 - 有些課堂上比較害羞的學習者，反而較常發言與討論。 • Cognitive load - 複雜的科技與大量的資訊易產生認知負載，尤其對於先備知識較低的學習者。 • Participation - 強調學習者必須主動參與。 - 規範學習者必須多久參與一次，發表次數，時間..…等

4. Instructional support-Basic instructional preconditions 基本教學先決條件 • 適合的多媒體裝置,溝通工具及傳送時間 • 整合的合作學習單元 • 分析學習者本身 • 分組的人數 • 提供訊息的管道

5. Instructional support-Collaborative learning methods • 合作學習方法 - Global methods - are based on the fact that subgroups work on subtasks, which then enter into a common group work. - 如: 角色扮演,辯論…等 - Co-operation scripts (如fig.1)

7. Instructional support-On-line moderation

8. Instructional support-Learning tasks • The following learning tasks can measure up to these conditions (Roblyer et al., 1997): • Collaborative topic-related data recall or information search in the Internet with presentation and discussion of the results afterwards. • Parallel problem solving, at which groups work first independently on the solution of a given problem and then exchanging and discussing their solutions. • Co-operative project work, with which a project is subdivided into subprojects, which are dealt by individual groups and integrated afterwards. • Electronic excursions to curricular important places in the net (e.g. cities, landscapes, excavation places, political, cultural, scientific institutions, etc.) and email communication with inhabitants of these places.

9. Instructional support-Visualisation tools • Two types of visualisation tools can be differentiated (Fischer et al., 2002): • contents-specific tools • contents-unspecific tools - graphics editors，例如：computer-aided Mind maps, Shared whiteboards. • Van Boxtel et al. (1997) found that concept mapping fosters more intensive dialogues between learners. • Roth (1994) showed that students emphasise the usefulness of collaborative concept mapping as a learning tool. • Fischer et al. (2002) on the basis of a comparative study of contents-specific and contents-unspecific visualisation tools found that the specific tool showed better effects on net-based collaborative learning than the contents-unspecific tool.

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