Practices and orientations of CSCL
What we know about CSCL and implementing it in higher education
Learning, assessment and collaboration in computer-supported environments
What we know about CSCL and implementing it in higher education
Computer software support for CSCL
What we know about CSCL and implementing it in higher education
On the computation of image motion and heading in a 3-D cluttered scene
Optic flow and beyond
Supporting Effective Monitoring and Knowledge Building in Online Collaborative Learning Systems
WSKS '08 Proceedings of the 1st world summit on The Knowledge Society: Emerging Technologies and Information Systems for the Knowledge Society
Design and evaluation of a collaborative learning environment
Computers & Education
New technology trends in education: Seven years of forecasts and convergence
Computers & Education
Using blogs to support learning during internship
Computers & Education
ICHL'12 Proceedings of the 5th international conference on Hybrid Learning
Design for co-moderation in online learning communities
International Journal of Web Based Communities
Influence of group configuration on online discourse writing
Computers & Education
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The ability to work collaboratively is highly valued in today's workplace. However, collaboration does not often naturally happen in a group. Certain strategies must be applied to coordinate individual efforts and monitor the learning process so that effective collaboration can take place. 34 groups from 4 PGDE (Post Graduate Diploma in Education) classes at NIE (National Institute of Education) in Singapore participated in this study. Each group of four members used an online shared workspace to collaborate. Results showed that about half groups actively used the workspaces to share resources, negotiate ideas, and coordinate their collaboration. On the other hand, using the workspaces helped the teacher to easily track and monitor the collaborative learning process, as the workspaces documented what group members did and how they gradually completed the assignment. The students were also required to write weekly progress reports. Results showed that writing progress reports helped group members to reflect on what they had done and also provided additional information for the teacher to confirm their individual contributions. Issues involved in coordinating and monitoring the collaborative learning process are discussed.