Abstract This research study focuses on understanding the impact that the use of computer-supported-collaborative-learning (CSCL) tools have on the outcomes relating to the critical thinking skills of the student and the attitude that the student has toward the study of history as well as the achievement of the student in history class. This paper makes a general assessment of the impact that CSCLtools have on the development of the student's critical thinking in history education. More specifically, this research provides a cognitive map where future research efforts can be drawn so that the use of technology such as the CSCLtool will be facilitated during learning in history education. The research also specifically examines the extent of the effectiveness of scaffolding critical thinking process using a CSCLtool along with primary sources, to engage secondary school students in studying history.
Table of Content:
Problem Statement - History Education in schools
Dialogic Approach for Critical Thinking Lessons in History
Argumentation as a Dialogic Approach in History Education
Dialogic approach via Computer-SupportedCollaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
Introduction
Literature Review
Argumentation Defined
Three Perspectives of Argumentation
Argumentation - Role in Problem-Solving
Three Perspectives of Argumentation
Argumentation Role in Problem-Solving
Argumentation through ComputerSupportedCollaboration Literature Review of CSCL Online Learning Model
Assessment of Online Learning Emergence of Theories of CSCL Scaffolding with CSCLTools Tools for Collaboration Effects of CSCL on Learning and Achievement
Advances in ComputerSupportedCollaborativeLearning Summary of Literature Reviewed
Research Design
Research Questions
Research Approach
Data Sources, Collection and Analysis
Schedule for the Research
Proposed Schedule and Procedure
Appendixes
Pre-Test Survey/Questionnaire
Post-Test Survey/Questionnaire
From the Paper "Despite the effectiveness of rubrics in assessing students' learning, developing an adequate rubric for a given course discussion requires time and multiple revisions. Primary consideration in developing a discussion, grading rubric identifies and establishes the goal or goals of the discussion. For example, some instructors want to use on-line discussion to help students learn argumentation techniques, whereas others might be more interested in students coming to consensus on a topic. Evidently different assessment rubrics would be needed to encourage each. "
Abstract In this article, the writer explains that CSCL offers a unique opportunity to engage learners in the study of history and to animate historical information enhancing learning and acquisition of knowledge for the learners. This study is designed to provide information concerning the underlying nature of scaffolding strategies in computer-supportedcollaborativelearning. The writer discusses how scaffolding based on CSCL can deliver exceptional results in enriching students with more valuable educations than merely memorizing dates, names, locations, and other mechanized forms of knowledge that will not help them become critical, discerning thinkers in the future. The writer concludes that ultimately the need is to position history as a subject that has a very high level of vitality associated with it, one that has the potential of revolutionizing their perspective and view of the world by contributing entirely new frameworks and analytical constructs by which students can make sense of a rapidly changing world.
Outline:
Problem Statement -History Education in Singaporean Schools
Dialogic Approach for Critical Thinking in History Lesson
Argumentation as a Dialogic Approach in History Education
Dialogic Approach via Computer-SupportedCollaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
From the Paper "Another approach which Wright (2002) has mentioned is that of infusion. In this approach, critical thinking is incorporated into different subject matters in various ways. Existing lesson plans are being restructured in many subject areas to incorporate critical thinking. Means have also been developed so that any subject matter can be given a critical thinking focus. Also, integration of critical thinking into history materials is one of the ways by which infusion was done by the proponents of the method. The disadvantage however is that with the infusion method, the teaching of critical thinking loses sensible sequence or coherence because of a little of everything is taught and therefore the student does not learn how to have a mastery of a particular subject. Also, to be able to work out infusion effectively, there should be an efficient coordination between social studies teachers and teachers of other subject areas so that the basics of critical thinking would be all covered in an intelligent way."
Abstract This paper reviews and discusses the impact of using a computer-supportedcollaborativelearningtool to develop students' critical thinking skills. The paper uses the subject of history to illustrate the effectiveness of computer-supportivecollaborativelearningtools. The paper also takes a look at various literary articles discussing this subject.
Outline:
Statement of the Problem
Background
Critical-Thinking' Defined
Theoretical Framework
Purpose of the Study
Research Questions
Significance of the Study
From the Paper "The work of Lehtinen et al (2004) entitled: "Computer Supported Collaborative Learning: A Review" states that: One of the basic requirements for education in the future is to prepare learners for participation in a networked, information society in which knowledge will be the most critical resource for social and economic development. Educational institutions are being forced to find better pedagogical methods to cope with these new challenges. In this development it is expected that computers could play an important role in restructuring teaching and learning processes to be better prepared for future challenges. Computer-supported collaborative learning is one of the most promising ideas to improve teaching and learning with the help of modern information and communication technology."(2004) According to Lehtinen, et al, two traditions of research that have contributed to the development of ideas surrounding computer-supported collaborative learning are those of (1) cooperative learning; and (2) Computer-Supported Collaborative Work The work of Slavin (1997) presents four major theoretical perspectives which explain the achievement effects in the cooperative learning initiative which are those of: (1) motivational; (2) social cohesion; (3) developmental; and (4) cognitive elaboration. "
Abstract This paper is a literature review which concentrates on the role of dialogic argumentation and it's paradoxical effects on generating higher levels of collaboration in both CSCL and CSA-based (common service architecture) online environments. The paper explains that dialogic argumentation has proven to be highly effective in teaching students how to be more capable of generating abstract thought and also taking historical constructs into the formation of entirely new reasoning and interpretation frameworks. The paper also points out that the use of scaffolding within CSCL teaching strategies has the potential of strengthening personalized learning strategies in addition to being a catalyst for more students gaining greater understanding of abstract concepts, thereby becoming more critical thinkers as a result. The paper then looks at the role of technology as an enabler of CSCL platforms and its influence on students' performance, motivation, and attitude.
Outline:
Introduction
Defining CSCLLearning Strategies Using Dialogic Argumentation
Developing Dialogic Argumentation as a Learning Strategy
Computer-SupportedCollaboration Argumentation (CSCA) Effectiveness
The Paradox of CSCL Teaching Strategies: Argumentation Creates Collaboration Creating Personalized Learning Strategies Using Scaffolding with CSCLTools Technology's Role as an Enabler of CSCL and Online Teaching Strategies
Implications of CSCL Strategies on Student Performance
Implications of CSCL Strategies on Student Attitude
Implications of CSCL Strategies on Student Satisfaction
Assessing CSCL Effectiveness as a Teaching Strategy
Summary
From the Paper "In the study the research issues of whether education was significantly contributing to the development of constructed-based learning in students showed that the attainment this level of academic performance was the exception versus the rule. The study began with the concept of students being able to understand the causal factors that lead to a more thorough understanding of history and its concepts. Dialogic approaches to teaching history need to include the how and why things happened in the past, identify what information is reliable, reflect on the information and make sound conclusions (Gagnon, 1989)."
Abstract The study examines the extent of the effectiveness of the scaffolding critical thinking process, using a computer-supportedcollaborativelearning (CSCL) tool along with primary sources to engage secondary school students in studying history. The paper explains that using this method, the teacher provides the student with some type of assistance to complete a task or learn a concept. Gradually, the "scaffold" is removed until the student is doing it on his or her own. The study refers to literature in two areas; the rapidly growing research base supporting the use of critical thinking in the history classroom and the commentary related to the use of the CSCLtool in the scaffolding critical thinking process.
Outline:
Objective
Statement of the Problem
Purpose of the Study
Introduction
Research Questions
Significance of the Study
Review of the Literature
Overview of Methodology
Results of the Study
From the Paper "The work of Gibson and McKay states that: In today's technologically driven society information has taken on a new importance as a commodity (Diem, 1997). The endless, rapid flood of information and disinformation is causing a great deal of confusion and frustration; those who are ill equipped to handle the information overload run the risk of falling behind those who have embraced the latest computer technologies (Titus, 1994) More and more pressure is being placed on schools to ensure mastery of technological skills essential to survival in this new society."
A research proposal examining online learning management systems, specifically the computersupportedcollaborativelearning (CSCL) model and how it assists learning.
Abstract This research proposal paper discusses online learning management systems. It suggests that the combining of pragmatic and proven theoretical concepts that lead to long-term retention of knowledge are possible through the use of learning management systems frameworks. The paper focuses on the computersupportedcollaborativelearning (CSCL) model and how it assists learning.
Table of Contents:
Literature Review
Research Design and Methodology
Data Gathering
From the Paper "In addition to CSCL being the independent variable that is tracked through a test/re-test methodology for its effects on learning, the two dependent variables in this study will also be measured and tested for statistical significance. The first is students' attitude toward the study of the specific subject of interest measured by questionnaires designed by the researcher. These questionnaires looked at factors such as students' perception of their achievement in the specific study area and students' attitude toward learning the subject after using CSCL. The second dependent variable is the students' achievement in the subject of interest as measured by their pre- and post-test results. Through both pre-and post-class testing these two dependent variables will be measured and introduced into the statistical analysis at the conclusion of the analysis."
Abstract This paper discusses the relationship between the knowledge configuration and the buildup of cognitive skills, particularly critical thinking skills. It discusses the bridge that needs to be formed between what the students already know and how this prior knowledge can help them understand and use the latest and emerging topics in the field. It also looks at the use of interactive mechanisms that can relate the theoretical comprehension and the practical use in interaction of these theories.
Table of Contents:
Introduction
Using Solo-User Programs In Collaborative Environments
Using Collaboration Process For Learning Using Networking Tools For CollaborativeLearning Using LAN Systems For CollaborativeLearning Using Electronic Mails For CollaborativeLearning Using Internet For CollaborativeLearning Combining Multi-Program Systems For CollaborativeLearning Synthesis Of Research On CSCL Using CSILE For Enhancing Critical Thinking Skills
Using Belvedere For Enhancing Critical Thinking Skills
Using CoVis For Enhancing Critical Thinking Skills
Using Telecomunicando For Enhancing Critical Thinking Skills
Conclusions
From the Paper "Computer Supported Collaborative Learning is very much related to the advancements and modifications in the approach towards education and teaching. We have discussed how some researchers highly favor the CSCL mechanism and have carried out studies that have made it come across as the most efficient ridge between education and technology. The two most important factors supporting CSCL are that it was the first to initiate the use of computer technology to improve the value of education and broaden the spectrum of the social interaction of students as well as teachers. All computer based programs that that were designed for individual improvement also proved to be useful in group dynamics. Also, when the computer-based programs offer the students and the teachers the opportunity to work in group dynamics through networks or public databases or internet conferencing, the growth and enhancement of the social interaction and understanding does become more apparent. Networking also helps the students and the teachers to indulge in joint ventures and constantly design and construct more and more educational as well as scientific theories, inquiries, tactics, etc (Jarvela et al, 1999)."
An in-depth study into the issue of peer editing and collaborative writing - a practice whereby other students assist their classmates in improving their writing skills.
Abstract A study which shows that there has been a vast increase in the use of computersupport technology at the college level. It explains how, in the field of composition, this has dove-tailed with an increase in the use of peer editing and collaborative writing projects as a means to improve the quality of student learning. This project explores the question of whether computer technologies facilitate quality student learning through collaborative writing and what process best supports this goal.
From the Paper "Peer editing and collaborative writing as processes have emerged from the post-modernist tradition. This tradition is focused more on the text itself and its construction than on truth claims that the author has portrayed the real world. There is also an emphasis on the relationship between the reader and text, including who reads particular kinds of texts and what happens during that reading process. The reader participates in the construction of the text, which means that the reader, and groups or types of readers, participation in the construction of the consensus concept of reality (Barthes and Howard, 1991). Falch (1994) emphasized that point in his discussion of post-modernism and collaborative writing. For him, language arises specifically from embodiment, or the material nature of human existence. Language helps people to locate their identities in relationship to the physical world. The collaboration is between human physicality and human consciousness, expressed in language. This creates a perception of, and concepts about, reality. Collaborative writing is simply a more conscious, and explicit, process of creating consensus reality."
This paper discusses online learning in the connotation of the most appropriate strategy considering the time, place, and history of the learning environment involved.
Abstract This paper explains that the best practices within the realm of computer-aided learning, web-based and online knowledge acquisition are generally based on the type of setting, the objectives of the course, the knowledge and skill level of the instructor, and the level of availability or access to technology. The author stresses that instruction may be based on the principles of self-directed study or on the premise of collaborativelearning. The paper relates that the degree in which the Internet is utilized is a matter of teacher preference, the desires of the institution, and the goal of incorporating technology.
Table of Contents
Introduction
On The Road to Online
Prerequisites to Online Learning The Self Directed Approach to Learning Community of Practice
Virtual Reality as the Future?
Conclusion
From the Paper "The problem with best practices is that they focus on current strategies and fail to consider future growth and, or, ignore a wide range of possibilities. There is no "one way" to address best practices as they apply to online education (Jenson et al, 2002). The competencies needed for teaching online rather than in the traditional manner are, generally, the same; however, the skills that are employed are heightened. The first and most important of the competencies is that of communication. This includes the ability to use the current technology as well as being adept at teaching the use of technology."
Abstract This paper provides an analysis of whether or not the Internet is a communications tool that promotes democracy and civic culture. The writer discusses whether the Internet represents merely another tool of the wealthy elites to control society. The writer also examines the possibility that the Internet undermines egalitarian participatory democracy.
From the Paper "The growing gap between the elite wealthy and powerful groups in society and the marginalized disenfranchised groups jeopardizes the factionalism founder James Madison felt was good for democracy. As Schuler asserts, as the domination by large economic interests increases, the idea of rough quality that democracy represents becomes increasingly degraded. Factionalism argued that competing interest groups fighting for resources would result in a checks and balances system that would promote democracy. Until the advent of the Internet and World ... "
Tags: Howard Dean, computer professionals, collaboration, top-down, bottom-up, status quo, social institutions, media
Abstract In this article, the writer highlights how encompassing curriculum setups that utilize the phenomenon of collaborativelearning (CL) can allow the students to attain a more astute, intelligent, appropriate and evocative educational standard. The writer first explains what CL is and how it works. The paper highlights different case studies that have been carried out under different circumstances and with different approaches of CL and then highlights how these support or refute the statement that the use of CL helps build a stronger and widened educational horizon. The writer concludes that the results show that the overall impact of the use of CL has been welcomed and has been constructive in most regions and faculties. All of the case studies highlighted in this paper show that the overall student performance, student satisfaction, communication, intelligence and grasp of the subject increased more so with the use of CL strategies as opposed to conventional teaching techniques.
Outline:
Introduction
Case Studies in Support of the Use of Cooperative Learning Conclusion
From the Paper "Interpersonal and small-group proficiencies include individual characteristics like listening to all members, mutual decision-making, allocating and taking liability, a two-way response structure, and shared support. These can be instigated in the students by developing methods where the children can work cooperatively and in a united manner. The supportive face-to-face communication as the name suggests is a very personal nose-to-nose discussion that takes place within every team and amongst its members. Usually this discussion is done on relevant and related subjects. Constructive inter-reliance basically means trusting your teammates that you work with to attain a specified goal. Individual responsibility as the name suggests is taking responsibility for one's own contribution in the attainment of a task. Group management in its fundamental form is mainly a monitoring and evaluation process of the level and degree of success that the group is achieving in the attainment of its goal. Many researchers have highlighted the following elements as also influential in creating a successful CL experience ..."
Tags: students, educational, standard, support, groups
Abstract This paper first defines and explains blended learning and then looks at blended learning in the academic classroom and in corporate settings. The paper discusses its advantages, particularly the differentiated instructional methods of blended learning. The research supporting blended learning is explored in the paper.
From the Paper "Differentiated instruction is one of the clearest advantages of blended learning. This allows curriculum to be custom designed to meet the needs of each student according to deGula. Differentiated instruction allows for custom designing delivery of instruction based on student needs. Students' learning styles, interests and abilities can all be factored into the curriculum. An educator then decides the curriculum content, activities, and learning environments that best serve individual students' needs. Blended learning makes all of this possible. It alters the learning environment for students though and as such, teachers have to be masters of various technologies and flexible enough to put together individualized curriculums."
Tags: education, corporate training, school business learning curriculum, differentiated instruction
Abstract This paper researches the impact of computer technologies on kinesthetic learners, one of seven learning intelligences identified by Howard Gardner in 1983. Because the characteristics of the kinesthetic learner include learning through touching, moving, interacting with space and processing knowledge through bodily sensations, only highly interactive technologies that appeal to this group such as multimedia, hypermedia, visualization, and interactive computer programs are included in this research. The research results of eight studies covering education and technology are summarized and then analyzed for their impact on learning and the learning process itself. These studies include:
The Challenge 2000 Multimedia Project
The Collaborative Visualization (CoVis) Project
The Apple Classroom of Tomorrow (ACOT) Project
SchoolNet /Rescol Report: The emerging contribution of
Online resources and tools to classroom learning and teaching
The American Culture in Context: Enrichment for Secondary Schools (ACCESS) Project
The Lehrer HyperAuthor Study
The Highly Interactive Computing Environments (HI-CE) research
The Lego/Logo Project.
Table of Contents
1.0 Introduction
2.0 Statement of the Problem
3.0 Hypothesis with Operational Definitions
4.0 Literature Review
4.1 Background
4.2 Computers and Kinesthetic Learning 4.3 Existing Research
4.3.1 The Challenge 2000 Multimedia Project
4.3.2 Collaborative Visualization (CoVis) Project
4.3.3 Apple Classroom of Tomorrow Project
4.3.4 American Culture in Context: Enrichment for Secondary Schools
(ACCESS)
4.3.5 SchoolNet /Rescol Report: The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching
4.3.6 Lehrer HyperAuthor Study
4.3.7 The Highly Interactive Computing Environments (HI-CE) Group
4.3.8 Lego/Logo Project
5.0 Methodology
6.0 Results
7.0 Discussion
From the Paper "Interactive technologies that are appealing to kinesthetic learning such as multimedia, hypermedia, and visualization in virtual learning environments hold great promise for enhancing the learning experience. A variety of research studies have produced results ranging from the ability of interactive computing not only to enhance the student's ability to absorb complex information, but also to fundamentally reshape the learning process.
Interactive computing holds exciting potential to create student-controlled learning environments in which students are more responsible for their own instruction. And, interactive computing may change the learning behavior of students leading them to carry over the concept of information associations in multimedia and hypermedia into their own thought processes where they reach out to a broader range of external resources; form a greater consideration of who their information will be presented to; interact in longer-term projects with a broader context; and make stronger connections to subsequent learning and events."
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
Abstract The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborativelearning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper "The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
Abstract This paper explains that blended learning describes learning or training events or activities where e-learning is integrated into traditional forms of training by using many methods and resources that are derived from multiple information sources. The author points out that the unstructured learning environment, which characterizes blended learning, allows students to learn in the way that best suits them. The paper relates that on-line learning can be used in all grades but this use varies greatly depending on the grade and the teacher's own abilities to maximize the use of the computer and the Internet.
Table of Contents:
What is Blended Learning?
Characteristics of Blended Learning Blended Learning K-12
Conclusion
From the Paper "Blended learning must take place in both an on-line and off-line setting. The dual setting of on-line and off-line learning are combined to administrate the sharing of content, establishing and continuing communication, and stimulating interaction. The web enhances learning in that it aids in the pragmatic goals as well as augmenting the pedagogical goals. Another feature is that there is both structured and unstructured learning. Unstructured learning can take place on-line through both synchronous and asynchronous conversations (ie. on-line chats and also message boards)."
