theory: collaborative learning, 10.11.2014
DESCRIPTION
Lecture by Essi VuopalaTRANSCRIPT
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SOCIAL INTERACTION AND GROUP DYNAMICS IN COLLABORATIVE
LEARNING
Essi VuopalaLearning and educational technology research unit
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Outline
Lecture part I: Reminder: defining collaborative learning– Group task I
Lecture part II: Educational dimension of collaborative learning– Group task II
Lecture part III: Social psychological dimension of CL– Group task III
Conclusions + discussion
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Learning of expertise (How to develope one’s own expertise in order to solve complex problems?)
Adaptive expertise
Self-regulated learning (How does individual learner plan, monitor and evaluate one’s own learning?)
Co-regulation
Socially shared regulation
EDUCATIONAL TECHNOLOGY/ EDUCATIONAL USE OF ICT
How technology can enhance social interaction and group work?
Collaborative learning (How can the group promote individual’s learning?)
Team learning
CSCL
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What is collaborative learning
• one specific theory• single pedagogical method or psychological process
(Crook 2000; Dillenbourg 2002)
Collaborative learning refers to studying method where group members have joint task and they are committed to construct a joint understanding through socail interaction.
(Baker 2002)
Collaborative learning can be seen as a space where the group members create new knowledge together.
And what it is not…
(Lave & Wenger 1991)
Collaborative learning refers to the culture of knowledge building and learning is considered equal to learners’ growing ability to participate in learning communities’ actions.
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Collaborative learning
Joint aims, shared goals
Commitment to joint activities
Knowledge construction
Shared expertice
Co-operative learning
Vertical division of tasks
Individual studying
Flexibility in roles
Static roles
Social interaction
Joint product
Horizontal division of tasks
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GROUP TASK I
List factors which affect to the success of collaborative learning .
Which of these factors are related to social interaction?
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Social interaction
Group learning
Social psychological processes
Individual learning
Group performance
Educational dimension
Socialpsychological dimension
= affecting=outcome=reinforcing
Based on Kreijns, Kirschner & Jochems 2002
Collaborative learning
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Collaboration as a special type of interaction
• Paradigms in research of collaborative learning (Dillenbourg, Baker, Blaye & O’Malley, 1996):
– Effect –paradigm
– Conditions –paradigm
– Interaction –paradigm• From conditions into interaction• From interaction to learning outcomes
Is collaborative learning more effective than individual learning?
How different factors affect to collaborative learning?
What kinds of interactional processes occur in collaborative learning situations?
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Interactional processes in CL
• Negotiations• Presenting new
knowledge based on one’s own experience and theory
• Analyzing the problems
• Joint dicision making
• Presenting questions
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High level
Low level
Developing level
Järvelä & Häkkinen, 2002
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Interaction in successful collaborative learning (Vuopala, 2013)
- Group-related discussions
- Organization, coordination and evaluation of group work
- Sosio-emotional units in discussions
- Personal issues
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- Task-related discussions- Comments (with
arguments)
- Questions (information seeking, clarifying)
- Theory-based knowledge
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• In CSCL situations…
Since online learning requires a higher level of student interdependence (Palloff & Pratt, 1999) and students must navigate time and space displacements (Bannan-Ritland, 2003), maintaining online interaction is a challenging task.
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• Asynchronous interaction+ time to think and process ideas and thoughts+ communication is stored- lack of immediate feedback (Hou & Wu, 2011)
- ’one-way’ discussions (Card & Horton, 2000)
- broken threads (Hewitt, 2005)
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• Synchronous interaction+ Instant information sharing, comparing and feedback (Branon & Essex, 2001)
+ spontanious and dynamic nature of interaction (Duemer, & al., 2002)
+ audio-based communication multiple channels for input (Vonderwell, 2003)
- No time to reflect collaborative processes (Branon & Essex, 2001)
- Limitations in controlling the discussions (Thirunarayanan, 2000)
+/- More off-topic discussions (Hou & Wu, 2011; Vuopala, 2012)
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• Synchronous interaction (Park & Bonk, 2007)– University students’ experiences1. Benefits• Immediate support and diverse perspectives• Social presence and sense of connectivity• Structural supports from the instructor
2. Disadvantages• Time constrains and lack of reflection time• Network connection problems• Problems related to technical tools
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Both:
Lack of nonverbal communicationLack of emotional connectionLack of sense of community
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Asynchronous vs. synchronous interaction
Moodle SecondLife
Technology-related discussions
Planning up-coming groupwork
Decreasing tension
Accompanying
Task-related
Group-related
Task-related
Group-related
Organizing ongoinig groupwork
Expressing cohesion
Short statements
Comments
New knowledge
Theory-based knowledge
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GROUP TASK II
Think about teacher’s or educator’s work: Why is it important to understand the basic mechanisms of collaborative learning?
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GROUP DYNAMICS IN COLLABORATIVE LEARNING
SITUATIONS
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A collection of individuals who have frequent interaction, mutual influence, common feeling of belonging, and who work together to achieve a common task. (Arrow, McGrath & Berdahl, 2000)
‘Collaborative learning is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem’ (Roschelle & Teasley, 1995)
Project groups
Free-time groups
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1. FORMING
2. STORMING
3. NORMING
4. PEFORMING
(5. ENDING)
Tuckman, 1965
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Individual in a group
Role
Intrests
Status
Familiarity
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Group-related factors
Group size
Cohesion Norms
Interdependence
- Shawn (1981): 3-8 learners
- Pennington (2005): 5 persons
- Solidity- Neediness
(Cohen, 1994)
- Unofficial- Stable- Social in nature
- Positive- Negative
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Environment factors
Physical distance
Tools
Learning tasks
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Challenges in group work
Sucker effectSocial loafing
Free rider effect
(Jerman, 2004; Kerr, 1983; Pennington, 2005)
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GROUP TASK III
How you can improve your groupwork in order to avoid freeriding/ social loafing and enhance positive group processes?
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Conclusions
• There can’t be collaborative learning without social interaction!
• Collaborative learning is about – flexible and reciprocal
groupwork where– individual learning is
affected by the group in– supportive
environment.
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THANK YOU!