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BERA’99 Computer-Mediated Learning: Towards a typology of online educational interaction Philip Crompton Research Fellow Institute of Education, University of Stirling Email: [email protected] Background • SCHEMA – EU funded under 4th Framework – Research in the area of internet-based learning in the social sciences – Develop continuing professional development courses Computer-based Learning • 1950’s programmed learning • 1980’s multimedia-based learning • 1990’s internet-based learning Collaborative Learning • Shift from individual work (essays) to larger pieces of work due to the technology (e.g. presentations, portfolios include graphics, auidio, video etc..) • Co-operative and collaborative learning – “emphasises cognitive processes such as conflict resolution, hypothesis testing, cognitive scaffolding, reciprocal, peer tutoring and overt execution of cognitive and meta-cognitive processes and modelling – (Underwood and Underwood, 1999) Community Portraits Course • • • • • Post-graduate course in social work Students in Scotland, Germany and Finland Groups of 3 (one from each country) Course over a period of 16 weeks Internet-based course (TELSIpro) Research • What are the features of successful online discussion in a collaborative learning environment? • To what extent is collaboration useful as a predictor for successful learning outcomes? Evaluation Data • • • • Pre and post course questionnaire Emoticon web form Likert scale) Online conversations Web statistics Data analysis • Discourse using a modified version of Bales (1950) Interaction Analysis schedule – – – – – – 1. Group agreement 2. Offers suggestions/answers 3. Asks for suggestions/answers 4. Group disagreement 5. Organisational 6. Technical Preliminary findings • Takes time - online relationships may reflect its face-to-face counterpart but in slow motion • Process benefits from being steered and facilitated • Development of strategies for steering depends on increased understanding of the minutiae of collaborative relationships
