Factors promoting and hindering collaborative learning
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Factors promoting and hindering collaborative learning – Students’ experiences from a virtual course Essi Vuopala Learning and Educational Technology Research Unit (LET) Department of Educational Sciences and Teacher Education University of Oulu, Finland
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Transcript of Factors promoting and hindering collaborative learning
- 1. Factors promoting and hindering collaborative learning Students experiences from a virtual course Essi Vuopala Learning and Educational Technology Research Unit (LET) Department of Educational Sciences and Teacher Education University of Oulu, Finland
- 2. Overview
- Background and aim of the study
- Reseasrch questions
- Method
- Research design
- Data analysis
- Results
- Conclusions
- 3. Background of the study
- Several studies have shown the benefits of collaborative learning
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- Research on collaborative learning and computer supported collaborative learning (CSCL) (e.g. Dillenbourg, 1999; Scardamalia & Bereiter, 2006; Stahl, 2006) ,
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- Small-group research (e.g. Van den Bossche, Segers, & Kirschner, 2006)
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- Earlier studies concerning requirements for successful collaborative learning (e.g. Biasutti, 2011; Chan & Yuen-Yan, 2011, So & Brush, 2008) .
- Still, students experiences about collaboration and collaborative learning is less understood (e.g. Seddon & Biasutti, 2009; Webb, 2009).
- 4. Aim of the study Based on earlier studies : The aim of this study is to improve understanding of students experiences of collaborative learning in the context of CSCL. There is a need for qualitative research focusing on student perspectives on the processes, challenges and success factors of collaborative learning especially in CSCL environments (e.g. Song et al., 2004; Vonderwell, 2003). Understanding students perspective is essential because this helps designers and teachers to provide specific instructions and support for enhancing the quality of collaborative learning.
- 5. Research questions These questions are answered through a case study of high-school students participating in a virtual course. 1. Which factors promoted and hindered collaborative learning in a virtual course? 2. How did factors promoting and hindering collaborative learning varied during the course?
- 6. Method
- Context: International CSCL course (Optima environment)
- Participants: Students (N=86) from five Finnish, one Norwegian and one German universities
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- 8 small groups (mixed groups)
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- Background information:
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- Educational background: Educational sciences (66%), computer sciences (10%), other (23%).
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- Majority of respondents had earlier experiences on collaborative learning (62%) and studying in virtual course (61%).
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- Preliminary understanding about collaborative learning (definitions in the beginning of the course)
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- 7. Method
- Context: International CSCL course (Optima environment)
- Participants: Students (N=86) from five Finnish, one Norwegian and one German universities
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- 8 small groups (mixed groups)
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- Background information:
-
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- Educational background: Educational sciences (66%), computer sciences (10%), other (23%).
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- Majority of respondents had earlier experiences on collaborative learning (62%) and studying in virtual course (61%).
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- Preliminary understanding about collaborative learning (definitions in the beginning of the course)
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- 8. Research design Qualitative content-driven data analysis
- Background information
- Defining collaborative learning
- Re-defining collaborative learning
- Evaluation of group work
- 9. Data analysis
- Each merkityksen sisltv yksikk was coded into following categories:
- 10. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256)
- 11. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256) Figure II: Factors promoting collaborative learning: Group factors (%, n=129)
- 12. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256) Figure II: Factors promoting collaborative learning: Group factors (%, n=129)
- 13. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256)
- 14. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256) Figure III: Factors promoting collaborative learning: Environment factors (%, n=114)
- 15. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256) Figure III: Factors promoting collaborative learning: Environment factors (%, n=114)
- 16. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256)
- 17. Results: Which factors promoted collaborative learning during the course Students commitment to course activities Figure I: Factors promoting collaborative learning (n= 256)
- 18. Results: Which factors promoted collaborative learning during the course Students commitment to course activities Figure I: Factors promoting collaborative learning (n= 256)
- 19. Results: Which factors promoted collaborative learning during the course Figure I: Factors promoting collaborative learning (n= 256)
- 20. Results: Which factors hindered collaborative learning during the course Figure IV: Factors hindering collaborative learning (n= 255)
- 21. Results: Which factors hindered collaborative learning during the course Figure V: Factors hindering collaborative learning: group factors (%, n=126) Figure IV: Factors hindering collaborative learning (n= 255)
- 22. Results: Which factors hindered collaborative learning during the course Figure V: Factors hindering collaborative learning: group factors (%, n=126) Figure IV: Factors hindering collaborative learning (n= 255)
- 23. Results: Which factors hindered collaborative learning during the course Figure IV: Factors hindering collaborative learning (n= 255)
- 24. Results: Which factors hindered collaborative learning during the course Figure IV: Factors hindering collaborative learning (n= 255) Figure VI: Factors hindering collaborative learning: environment factors (%, n=86 )
- 25. Results: Which factors hindered collaborative learning during the course Figure IV: Factors hindering collaborative learning (n= 255) Figure VI: Factors hindering collaborative learning: environment factors (%, n=86 )
- 26. Results: Which factors hindered collaborative learning during the course Figure IV: Factors hindering collaborative learning (n= 255)
- 27. Results: Which factors hindered collaborative learning
during the course
- Lack of time
- Lack of motivation
- 28. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 29. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 30. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 31. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 32. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 33. How did factors promoting and hindering collaborative
learning varied during the course?
- Promoting factors (%, n=256)
- Hindering factors (%, n=255)
- 34. Main findings
- Main factors both promoting and hindering collaborative learning were related to group processes and group structure.
- Factors related to environment were almost as significant as group factors.
- Individual factors were experienced more hindering than promoting collaborative learning.
- 35. Conclusions The aim of this study is to improve understanding of students experiences of collaborative learning in the context of CSCL.
- 36. Conclusions
- Positive group processes are essential requirement for successful collaborative learning positive group processes has to be supported (e.g. Biasutti, 2011; Loh & Smyth, 2010; Merlot, 2010)
- Insignificant role of tutoring (e.g. Kim, Kwon, & Cho, 2011)
- Insignificance of individual factors Making students more aware of self regulation processes. (e.g. Jones & Issroff, 2005)
- Future questions: What are the reasons for variation of promoting and hindering factors during the course?
- Next step student interviews and learning diaries
- 37. Thank you!
- Contact information: [email_address]
- Learning and Educational Technology Research Unit (LET), www.let.oulu.fi
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- Supervisor, Prof. Sanna Jrvel: [email_address]