Online Collaborative Learning presented by Bernard Johnson

Image courtesy of Treethevote.com

Summary:

A model can be a description of a system or phenomenon that accounts for its known or inferred properties and used for further study of its characteristics (Holden, 2007, Slide 21). Online Collaborative Learning (OCL) has presented many solutions and allowed geographically dispersed students, schools, and workforce to simultaneously engage and share collaborative learning content flawlessly.   Correspondence courses were initially the primary method of streamlining integrated learning across various organizations and mediums during the past 400 years, but the emergence of technology, systems, and learning environments have evolved. 

Online Collaborative Learning (OCL) basics:

When the term “online learning” or “online education” is used, educators and learners tend to reference usage of web access and email regardless of design and processes implemented in an Online Collaborative Learning environment.  Despite those tendencies, various models generate different results. These results are as follows for the three types of Online Education  (Azevedo, 2007, Slide 16):

• 1972: Computer conferencing---> Online Collaborative Learning (OCL)
• 1989: Public Internet---->Online Distance Education (ODE)
• 1993: WEB---->Online Computer Based Training (OCBT)

Note, as organizations continue to develop and learners thrive to evolve, modes of Online Education will continually sustain and produce. Some new emerging online learning modes include: Total Online Mode, Mixed of Blended Mode, and Enhanced Mode.

Online Collaborative Learning Approaches and Characteristics:

The OCL model offers defined approaches and specific characteristics that support the components and procedures. Below is a brief summary:

•        Independent Location
•        Asynchronous
•        Text Based
•        Group Interaction and Learning
•        Instructor Guided
•        Peer to Peer (Multiple simultaneous users)

Online Collaborative Learning is Asynchronous.  Some of its attributes include:

•        Instructor-led classroom (same time/place)
•        Virtual instructor –led classroom (same time/place)

Typical media that is associated with Online Collaborative Learning can include but not limited to:

•       Video Conferencing
•        Web Conferencing
•        Satellite e-learning
•        Audio Graphics
•        Audio Conferencing

OCL Design Principles:

1. Idea Generating: Brainstorming and data collecting within a grow.
2. Idea organizing: Learners discussion, comparison, analysis and merging of data and discussion. 
3. Intellectual Convergence: Consensus and intellectual synthesis (i.e. essay, assignment).

Importance of Online Collaborative Learning (OCL):

There has been a tremendous paradigmatic change in education from previous leading models of the past and the existence of current models. The exchange of knowledge has evolved slowly omitting the transfer of knowledge-to-knowledge building concepts. Additionally, learning behaviors shifted from “teacher centered” and is now based on “learning centered.” Learners have now elected to be more active versus passive in addition to the diversity of socio-economic shifts. Trends in virtual learning are drastically increasing in popularity among traditional colleges at a yearly rate of 25%.

Furthermore, literacy of the 21^st century has acquired a new meaning and requires learners to be “knowledge workers” with the ability to function and be innovative in a group. Online Collaborative Learning establishes fundamentals for learners to work and collaborate in a group setting. It is imperative as educators that we transition our learners from the “book era” to the “Web era” and embrace framework that stimulates learning versus teaching.

OCL Theoretical and Family Trees Case Study:

 The Online Collaborative Learning aligns with theoretical learning theory from the Cognitive Levels perspectives.  During 1956, the importance of learning and its association with intellectual behavior became priority. Benjamin Bloom and a group of educational psychologist created classification of levels based on intellectual behavior (Holden, 2007, Slide 64). Six levels were discovered within the cognitive realm by Bloom (Holden, 2007, Slide 64). These levels ranged from simple recall or recognition of facts; the lowest level, to the top level, which is evaluation (Holden, 2007, Slide 64). The levels defined in order of hierarchy are knowledge, comprehension, application, analysis, synthesis, and evaluation.

Linda Harasim emphasizes that Collaborative learning models the conversation by which communities of knowledgeable peers construct knowledge (Azevedo, 2007, Slide 22). With collaborative learning, students learn to construct knowledge as it is constructed in the knowledge communities they hope to join up graduation (Azevedo, 2007, Slide 22). This process has been identified as reacculturation.

Harasim’s Model of Cognitive Process in OCL

More explanation on the relationship of OCL and the Cognitive Level theory can be explained in the following (Azevedo, 2007, Slide 21):

• Role of Knowledge: Social Construct, consensus among members of community of knowledgeable peers.
• Role of the University: Institutions of reacculturation
• Role of the Professor: Agents of cultural change who foster reacculturation

Roschelle 1996 and Harasim Theoretical & Methodological Framework

Bruffee 1970 and Kuhn Knowledge


Online Collaborative Learning Model Example

                                                      Collaborative Classroom                                    

Final Thought:

Although Online Collaborative Learning models are premature to traditional learning methods, data and feedback indicates this form of training is exemplary with proven results. A well-designed Online Collaborative Learning model will render results with increased learning effectiveness, course completion rates, institutional/workplace innovation, and temporal and geographical access. Learners will continue to evolve and thrive for readily available knowledge while injecting a different system of knowledge and intellectual synthesis.

Related Websites & Resources:

http://www.docurated.com/101-free-free-try-online-collaborative-learning-tools-teachers-educators

http://www.learning-theories.com/online-collaborative-learning-theory-harasim.html

http://www.tonybates.ca/2014/11/28/two-design-models-for-online-collaborative-learning-same-or-different/

https://lindaharasim.com/knowledge-community-2/online-theory-technology/collaborative-learning-theory/

 References:

1    Azevedo, W. (2007). Linda Harasim on Online Collaborative Learning [Lecture notes]. Retrieved from http://www.slideshare.net/aquifolium/linda-harasim-on-online-collaborative-learning?qid=8a36af89-b244-4900-aaef-0cbabd5cac64&v=&b=&from_search=2 published June 3, 2007

Holden, J. (2007). Developing a Blended Learning Strategy [Lecture notes]. Retrieved from http://www.slideshare.net/jtholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations