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Online Collaborative Learning

Online Collaborative Learning. Arthur Winzenried. Issues. Dropout & Retention – eg. Pithers & Twyford 2000 suggest 30% - 68%, CSU >7% Self-efficacy – “I am finally working INTERact out” (quote, slide 4) – through to instructions for others as per chat in slide 6 - chat.

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Online Collaborative Learning

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  1. Online Collaborative Learning Arthur Winzenried

  2. Issues • Dropout & Retention – eg.Pithers & Twyford 2000 suggest 30% - 68%, CSU >7% • Self-efficacy – “I am finally working INTERact out” (quote, slide 4) – through to instructions for others as per chat in slide 6 - chat. • Communication – nb. Chat use, slide 6 - chat • Support – multiple avenues, readily available • Technophobia - conquering the fear of the internet, the remoteness and the technology used to bridge that distance. • Collaboration has value – Tapscott & Williams 2006; Rollett 2007; Poellhuber et.al. 2008, c/f Shirky 2008 “Here comes everybody”.

  3. Provisions

  4. Wiki startup

  5. Resource use

  6. Self-efficacy • I had no experience of chat-rooms, had never heard of a wiki and knew that MSN was something that my teenage daughter seemed to be obsessed with during study time. ... I therefore had reservations about my abilities with technology and whether I was capable of ‘surviving the steep learning curve’ ...Once I had a grasp of how to use these digital devices, I also became aware of what a powerful communication tool they can be. The subsequent ‘conversations’ I engaged in combined with my professional reading also enlightened me to the importance of developing clear, effective communication skills. (student, male 2008)

  7. Other Notes • The expression “steep learning curve” appeared in 72% of student reflections. • All but three expressed some initial concern at the levels of technology expected by the subject and its assessments. • Similarly “powerful communication tool” was a phrase used in 51% of the reflections as part of the students summing up of their activities.

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