Evaluating the quality of learning in computer supported co-operative learning

✍ Scribed by Newman, D. R. ;Johnson, Chris ;Webb, Brian ;Cochrane, Clive

• Publisher: John Wiley and Sons
• Year: 1997
• Tongue: English
• Weight: 598 KB
• Volume: 48
• Category: Article
• ISSN: 0002-8231
• DOI: 10.1002/(sici)1097-4571(199706)48:6<484::aid-asi2>3.0.co;2-q

✦ Synopsis

Can learning quality be maintained in the face of increas-on that subject within the thread. Every day they can ing class size by the use of Computer Supported Colook at the new comments, and write some of their own. operative Learning (CSCL) technologies? In particular, Network Telepathy (TPNET) runs on our Novell comcan Computer-Mediated Communication promote critiputer network, so it is accessible from any of our 60 cal thinking in addition to surface information transfer? machines. TPNET lets students and tutors write and leave We compared face-to-face seminars with asynchronous computer conferencing in the same Information Man-messages contributing to the discussion whenever conveagement class. From Garrison's theory of critical thinknient, rather than forcing them to turn up at the same time ing and Henri's critical reasoning skills, we developed (unlike audio and video conferencing or chat systems, two ways of evaluating critical thinking: A student queswhich require participants to be present at their computers tionnaire and a content-analysis technique. We found at the same time). evidence for critical thinking in both situations, with some subtle differences in learning style. This article This way of working promises a more efficient use of provides an overview of this work. students' and tutors' time, since they no longer need to keep on repeating points others may have forgotten, they can work at times of their own choosing, and tutors can