Clark & Mayer - Book Chapter 13 - Computer-Supported Collaborative Learning Review Blog

According to Clark and Mayer (2011), there is no consensus as to the efficacy of the computer based collaborative learning (CSCL) model, because the subject is so new and broad that researchers cannot agree on what to research.  Some believe face-to-face collaboration vs CSCL research should evaluate the individual learning achievement while others believe it should focus on the group’s learning achievement.  CSCL uses different technological platforms for students to collaborate.  Students can participate synchronously or asynchronously.  They can participate by using discussion boards, breakout rooms, email, texting, video conferencing or wikis.  Regardless, Clark and Mayer (2011) provide some pointers on how to effectively use CSCL in the classroom which include providing social interdependence, outcome goals and dialog quality. (Clark & Mayer, 2011)  They provide further insight on how to build effective CSCL groups by including structured controversy into the project.  Structured controversy is simply debating theories, ideas and research in an effort to convince other team members of the accuracy of the research.  Including structured controversy into the project requires all team members to utilize independent analytical skills to successfully communicate ideas, thus helping the student to achieve the learning benchmarks desired.

Educators should not use collaborative projects simply because it is the latest rage in education techniques.  There is value in collaboration.  It teaches students to be independent thinkers as well as team participants.  It helps them to step outside personal views, and consider the views and opinions of others.  Collaboration projects provide opportunities for higher knowledge students to assist lower knowledge students, which in turn helps them to re-evaluate and re-enforce their own learning achievements.  Collaboration also helps students to develop social skills that will assist them as they move along in their educational pursuits as well as professional pathways.  Educators should take care when developing collaborative projects that include the four elements Clark and Mayer suggest.

This chapter on CSCL reinforced my views regarding technology and online learning.  I have always believed there is a significant place for online learning in society.  It provides alternatives for younger students who have for one reason or another not done well in the traditional classroom, and it has provides educational opportunities for adults who are trying to increase their knowledge and excel in their chosen profession.  This chapter did not change my view of online education, however, it showed me the possibilities of collaboration projects through the online learning platform.

Our ISD project trains teachers on how to implement and manage different technology in the classroom.  This chapter relates to the BYOD subject because collaboration projects are no longer limited to face-to-face interactions.  They use various types of technology, software and apps in order to achieve the desired learning objective.  Through BYOD teachers and students will be able to take advantage of CSCL in a more meaningful way.

The relevancy is clear.  This chapter has provided me with several different ways in which to expand the usefulness of CSCL.  It has also supplied me with the building blocks to create effective collaboration projects.

Reference

Clark, R. C., & Mayer, R. E. (2011). e-Learning and the Science of Instruction (3rd ed.). San Francisco, CA: Pfeiffer. Retrieved September 22, 2015