Ran-Young Hong

The educational impact of metacognitive group coordination in computer-supported collaborative learning

Group coordination is a crucial component for successful collaborative learning, but is hard to achieve in an online learning environment. A web-based group coordination tool was developed based on metacognitive scaffolding principles for the study. The tool was implemented in an online course for a group project and its effects were investigated. A total of 59 students formed into 20 groups participated in and completed a project while being guided with the tool. Based on response rate to metacognitive prompts of the tool, groups were categorized as Active Metacognitive Team (AMT, n=30) or Passive Metacognitive Team (PMT, n=29). AMT showed higher positive interdependence than PMT at the end of the project. AMT perceived reciprocal help among group members while PMT did not. AMT also evaluated its group process higher than PMT did. These results show that groups who more actively used the coordination support tool established positive interdependence, engaged in positive interactions, and had enhanced group productivity.

CSCL for schools that learn

Learning communities and organizations are being recognized both as a mechanism for bringing learning about and as an explanation of what learning takes place. Systems that support learning in context and collaborative learning are increasingly being used to support performance and learning for school reform and business productivity. Similarly, many of the performance and learning outcomes that we care the most about, e.g., higher order thinking, problem solving, communication competencies, are understood as developing in the authentic activity of a community, such as a profession, a trade, or an academic discipline. Computer Supported Collaborative Learning (CSCL) is a method for bringing the power of technology to support collaborative and contextual learning. This article argues that CSCL can be a framework for school reform, not just as a method of curriculum implementation, but also as a framework for enterprise-wide, process change. The article will also illustrate how cscl-type systems can facilitate schools becoming learning organizations, not just organizations that support learning.

NetWorked learning systems

New network-based learning systems are coming into use that offer the possibility of integrating curriculum support systems with student information systems as well as changing the metaphor of the Internet from library to workspace. We call these integrated and process-oriented systems Networked Learning Systems (NLS). An NLS is tentatively defined as a program or set of programs designed to operate over a network and support users as they undertake tasks or participate in processes related to learning. Computer Supported Collaborated Learning (CSCL) is one important type of process that can be enabled by NLS. Schools already have begun to adopt NLS. To adequately support CSCL in schools, it is necessary to understand the types and dimensions of networked learning systems currently available. This poster describes in detail one networked learning system, Shadow netWorkspace™ (SNS) (http://sns.internetschools.org), and highlights several other available networked learning systems.

Developing a shared language for discussing networked learning systems

New network-based learning systems are coming into use that offer the possibility of integrating curriculum experiences and student information systems as well as changing the metaphor of the Internet from library to workspace. We will call these integrated and process oriented systems Networked Learning Systems (NLS). A NLS is tentatively defined as a program or set of programs designed to operate over a network and support users as they undertake tasks or participate in processes related to learning. CSCL is one type, albeit an important one, of process that can be enabled by NLS. This interactive event is intended to help participants build a shared language to facilitate discussions related to NLS. Through participation in a series of online and face-to-face activities, participants will build knowledge of many networked learning systems currently available, identify important dimensions of these systems, understand what aspects of those dimensions are important and why, and develop an understanding of how the work they are doing relates to the field of NLS. Participants in this session will undertake the online activities within the Shadow netWorkspace™ (SNS) (http://sns.internetschools.org), a NLS being developed by the Center for Technology Innovation in Education at the University of Missouri-Columbia.