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Problem-based collaboration in an online computer-supported environment : a case study
Author
Kapur, Manu
Supervisor
Hung, David
Wong, Angela F. L.
Abstract
The central focus of this study concerned the nature of processes through which a group collaborated in an online computer-supported collaborative environment to solve an authentic real-life problem scenario. In understanding these processes I also highlighted the ways in which such an online computer-supported environment supported and facilitated the collaborative processes of problem solving and derived implications for the pedagogical design consideration of activities for online computer-supported collaborative environments based on our findings. As such, the major contributions of this study are:
1. The micro-processes of online collaborative computer-supported problem solving, and
2. The CRAMSS (Constructive, Reflective, Authentic, Manipulative, Social, and Stable) Model, a set of guidelines for the design of activities for online computer-supported collaborative problem-solving environments.
The present study focused on the problem solving efforts of three students from a junior college in Singapore who volunteered to participate in this project. With the specially designed online computer-supported collaborative environment as the only means of problem solving, the group engaged in solving an authentic real life problem.
Activity Theory was used as a broad framework for such a team engaged in an activity, together with Problem-Based Learning as a pedagogical strategy for small-group collaboration. Building on these frameworks, I mapped out the problem solving process in an online collaborative setting that departed from the sequential and simplistic view of the problem solving process offered by Problem-Based Learning in a face-to-face setting as reported in the literature. I described the various phases of online collaborative problem solving and detailed the intricate relationship between them; a description that is instrumental in our understanding of the complexity resident in exactly 'how' an online collaborative problem solving process transpires. In doing so, I reaffirmed and validated Activity Theory as a broad framework for small group collaboration in an online computer-supported environment.
By drawing on the findings of our case study to:
i. understand the ways in which an online computer-supported environment supported and facilitated the collaborative processes of problem solving;
ii. derive implications for the pedagogical design considerations of online computer-supported collaborative environments.
I, therefore, argued a case for an online computer-supported collaborative environment facilitating problem solving to subscribe to our CRAMSS model i.e.
1. Constructive,
2. Reflective,
3. Authentic,
4. Manipulative,
5. Social, and
6. Stable
CRAMSS, as is evident, is an acronym that lists the essential guidelines I believe that an online computer-supported collaborative environment facilitating authentic problem solving should follow.
As a result of this case study, I saw some preliminary evidence that students are able to collaborate via an online environment as the only means of communication to solve an authentic real life problem; the process of problem solving being very chaotic and complex. I was also able to sieve the ways in which such environments support the problem solving process. By deriving a set of guidelines for the pedagogical design considerations of activities for such environments, I hope to have taken the first steps towards addressing a pressing need for online computer-supported collaborative problem solving environments based on sound pedagogical principles and supported by research.
1. The micro-processes of online collaborative computer-supported problem solving, and
2. The CRAMSS (Constructive, Reflective, Authentic, Manipulative, Social, and Stable) Model, a set of guidelines for the design of activities for online computer-supported collaborative problem-solving environments.
The present study focused on the problem solving efforts of three students from a junior college in Singapore who volunteered to participate in this project. With the specially designed online computer-supported collaborative environment as the only means of problem solving, the group engaged in solving an authentic real life problem.
Activity Theory was used as a broad framework for such a team engaged in an activity, together with Problem-Based Learning as a pedagogical strategy for small-group collaboration. Building on these frameworks, I mapped out the problem solving process in an online collaborative setting that departed from the sequential and simplistic view of the problem solving process offered by Problem-Based Learning in a face-to-face setting as reported in the literature. I described the various phases of online collaborative problem solving and detailed the intricate relationship between them; a description that is instrumental in our understanding of the complexity resident in exactly 'how' an online collaborative problem solving process transpires. In doing so, I reaffirmed and validated Activity Theory as a broad framework for small group collaboration in an online computer-supported environment.
By drawing on the findings of our case study to:
i. understand the ways in which an online computer-supported environment supported and facilitated the collaborative processes of problem solving;
ii. derive implications for the pedagogical design considerations of online computer-supported collaborative environments.
I, therefore, argued a case for an online computer-supported collaborative environment facilitating problem solving to subscribe to our CRAMSS model i.e.
1. Constructive,
2. Reflective,
3. Authentic,
4. Manipulative,
5. Social, and
6. Stable
CRAMSS, as is evident, is an acronym that lists the essential guidelines I believe that an online computer-supported collaborative environment facilitating authentic problem solving should follow.
As a result of this case study, I saw some preliminary evidence that students are able to collaborate via an online environment as the only means of communication to solve an authentic real life problem; the process of problem solving being very chaotic and complex. I was also able to sieve the ways in which such environments support the problem solving process. By deriving a set of guidelines for the pedagogical design considerations of activities for such environments, I hope to have taken the first steps towards addressing a pressing need for online computer-supported collaborative problem solving environments based on sound pedagogical principles and supported by research.
Date Issued
2003
Call Number
LB1027.42 Kap
Date Submitted
2003