I selected Computer-supported collaborative learning (CSCL) for this blog because this technology should be explored further to explain its usefulness in higher education. CSCL is a useful tool in higher education that has many advantages which support and enhances the learning process. According to Prapinpongsakorn, Suwannatthachot, and Vicheanpanya, (2017) CSCL promotes the learning process through peer interaction, and it motivates community members to share resources that engage in collaborative learning processes. Furthermore, students create knowledge and meaning through the interactions with each other along with the instructors and their community (Palloff, Palloff, and Pratt, 2013). The CSCL educational media system uses technology to support team learning and a collaborative atmosphere that is student-centered. Different technological mediums such as blogs, chat, email video conferencing etc. are used, and they also allow distant communities to collaborate with each other. There are different types of CSCL tools including LMS: Schoology, online collaborative/cognitive tools, online collaborative mind-mapping tools: Mindmeister, Cloud storage, and workspace: Google Drive and Google Docs, Online whiteboard: Stormboard, and Social networking tools: Facebook.
There are a couple of ways I would incorporate CSCL into my professional practice would be to engage my students in activities such as this one (my blog) I am participating in now. Participating in this activity requires me to not only read and research my topic but to explore my classmates topic as well. Through the use of critical thinking, I am building knowledge on a variety of topics and issues. Secondly, I would incorporate a more rigorous requirement for interaction and collaboration between students when working on projects together. One thing I have noticed in the online campus is that students are broken down into groups and are assigned a certain task. Each student may do their part, and as long as it is presentable, there is not an active conversation about the project itself. It is finalized and submitted. I may require at least two video conferences to discuss the project. One midway to see where everybody is on their assignment (to provide feedback and help) and one before submission to discuss what was found.
I selected the virtual classroom because it enables teachers, professors, and students alike to travel outside of the traditional classroom and explore the world. The virtual classroom is a very cost-effective way to provide knowledge and information for those students that would not be able to experience the world around them due to limitations in funds for field trips. On the other hand, it also provides experiences to those that are in distant rural areas around the world. In higher education, the virtual classroom allows students to return to school with minimal disruption to the daily activities like working and caring for the home and family. The virtual classroom is not just a matter of transforming the face-to-face lecture to an online format; there has to be a specially designed program that will address all of the student's needs. First of all online lectures is not the best way to engage students at a distance (Palloff et al., 2013). Secondly, online classes are not meant to enroll in full classes like in face-to-face instruction; therefore institutions need to be mindful when setting class limits and consider the extra requirements that need to be met. For example in the virtual classroom, it is up to the instructor to forge a relationship with the students by addressing them individually instead of only relying on blanket communication text and or videos. Some institutions have combined classes where part of it is online and part of the class meet face-to-face. In this combination, the instructor will use CSCL tools to fulfill the online portion of the course.
Work Cited
Building a learning community among faculty, librarians and students using computer-supported collaborative learning: An activity theory approach. (2017). 2017 IEEE 9th International Conference on Engineering Education (ICEED), Engineering Education (ICEED), 2017 IEEE 9th International Conference on, 80. doi:10.1109/ICEED.2017.8251169
Palloff, R. M., Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. [electronic resource] : the realities of online teaching. San Francisco, CA : Jossey-Bass, c2
Good Evening Ernethia,
ReplyDeleteFantastic job on your blog post for this week’s lesson! I think that it is the importance of learning styles for the adult leaner holds the same value at the pedagogical level. I really like the format of your blog! I agreed with your assessment on the material that you provided on implementing computer-supported collaborative learning (CSCL) and the use of the virtual classroom. Andragogy as an instructional design process engages adults through different motivational methodologies. I think that it is important to note that as we age, experience life, and create memories this catapults us to adapt our learning style based off behavior, social cues, identity, culture, relevance, self-discovery or empowerment, and is heavily influence by intrinsic and extrinsic motivating factors. “It is clear that andragogy can be highly motivational, as adult learners are more goal oriented than younger learners; this is why offering them meaningful learning experiences can make a real difference in achieving learning outcomes” (Pappas, 2015, para. 9). Both software and the use of a different landscape for learning are great ideas for individuals at any level of learning. Again, fantastic job on your blog for the week I especially liked how you included the information on how cost effective the types of technology would be for students!
Have a wonderful evening!
V/R,
Falynn
References:
Pappas, C. (2015, November 13). Pedagogy vs andragogy in eLearning: Can you tell the difference? [Blog post]. Retrieved September 8, 2018, from https://elearningindustry.com/p edagogy-vs-andragogy-in-elearning-can-you-tell-the-difference
Even though adult learners are more motivational and approach the learning process differently, it is still important that we captivate their attention and provide learning styles that will enhance the learning experience along with engaging them in the learning process. Motivation along may not provide the connection between the material and its retention.
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