EDUC633: Clark & Mayer Chapter 13 Webliography

Summary
This chapter begins by analyzing cooperative learning vs. individual learning and whether or not one is really more successful over the other. They speak about how the same cooperative learning can be applied to the online environment. It was found that both cooperative and independent learning can be successful, but there must be certain criteria that must be met in order for virtual cooperative learning to be successful; (1) Social Interdependence – group member’s grade is dependent on group success, (2) Outcome Goals – determine what outcome you want and if it is better suited for group or independent work, (3) Quality of Collaborative Dialog – each group member must give equal and appropriate contribution to the discussions.

It then went on to talk specifically about Computer-Supported Collaborative Learning (CSCL). The chapter defines CSCL as, “engagements among teams of two to approximately five members using synchronous and/or asynchronous tools in way that support and instructional goal…” (Clark & Mayer, 2011). The chapter also notates that though original online learning was intended for independent learning but has taken a new direction with the availability of Web 2.0 and the variety of social learning tools. There is also a detailed list of several Social Learning tools, both synchronous and asynchronous.

Through research and experience the authors are able to share several generalizations about CSCL concerning where the greater learning can take place, what the outcome goal should be and what will produce better quality work. Several research studies are then summarized. The majority of the summaries found there to be better results with CSCL over other methods such as individual and even face-to-face collaborative learning. Students usually retain more information, scored better on tests and produced better quality work when working via CSCL.  

One of the largest arguments concerning CSCL is that the discussion among the groups will be minimal and not have significant discussion. In order to combat this proposed solution is known as Structured Controversy. Essentially, after the team of four is presented with an argument that has two sides they divide into pairs. One pair is for and the other is against. They are then assigned to develop their side and come together in the end to present their sides.  

To conclude this chapter, the authors confirm that there are still areas of Computer-Supported Collaborative Learning that need further research. This chapter gave a small amount of research and a method to kick-start the planning process for those who are interested in this approach in their current virtual classes.  

Analysis
This chapter presented a pretty decent case for Computer-Supported Collaborative Learning. It was a brief introduction and it was quite apparent that in order to prove the value, there is still more research to be done. The little amount of research that they did cover showed that they are on the right path. 

I can see the use of the Structured Controversy approach. When students have a purpose to their learning they take better responsibility and find it easier to know which direction to go. I also can identify with the idea that CSCL can produce better quality work. As our team has been working on our ISD project we have all been very grateful to have such a wonderful team to work with. I know, personally, that there is no way that I could have put together such a project on my own. Have a group with a wealth of ideas and experience with varying backgrounds has really helped in the development and quality of our work.

Reference
Clark, R. C., & Mayer, R. E. (2011). Learning together virtually. In E-Learning and the Science of Instruction (pp. 278-306). San Francisco, CA: John Wiles & Sons, Inc.