Technology makes collaborative learning easier Collaboration had the same results via technology as in person, increased learning opportunities. Learning activity needs to be informed and guided by the norms of the discipline and a discourse process that emphasises conceptual learning and builds knowledge. This may mean taking specific steps to help students who are unfamiliar with a constructivist approach to learning, such as sending drafts to the instructor by e-mail for approval before posting a ‘class’ contribution. From the very early days of online learning, some instructors have focused heavily on the communication affordances of the Internet (see for instance, Hiltz and Turoff, 1978). Activity 6.3 How would you classify the following (either medium or technology)? Collaborative group interactions facilitate active learning, shared knowledge, and promote social interaction and a supportive eLearning community. 4. Constructivism and connectivism best support eLearning because they focus on making connections with new information through learner and technology interactions. The understanding that learning is based on rapidly altering technology and new information encourages learners to draw distinctions between important and unimportant information. The differences between cooperative and collaborative learning Collaborative learning. The tremendous benefit of online learning platforms, such as Zoom, is that they have built-in cooperative tasks. Learn more in: Supporting Self-Regulated Learning with ICT Online environments then can present real challenges to students when a constructivist approach to the design of online learning activities is adopted. The experience of learning: Edinburgh: Scottish Academic Press (out of press, but available online), Paloff, R. and Pratt, K. (2005) Collaborating Online: Learning Together in Community San Francisco: Jossey-Bass, Paloff, R. and Pratt, K. (2007) Building Online Learning Communities: Effective Strategies for the Virtual Classroom San Francisco: Jossey-Bass, Pask, G. (1975) Conversation, Cognition and Learning Amsterdam/London: Elsevier (out of press, but available online), Salmon, G. (2000) e-Moderating: The Key to Teaching and Learning Online London: Taylor and Francis, Scardamalia, M. and Bereiter, C. (2006) Knowledge Building:  Theory, pedagogy and technology in Sawyer, K. Does it make sense to apply either of these models to courses in the quantitative sciences such as physics or engineering? The concurrence of both constructivist approaches to learning and the development of the Internet has led to the development of a particular form of constructivist teaching, originally called computer-mediated communication (CMC), or networked learning, but which has been developed into what Harasim (2012) now calls online collaborative learning theory (OCL). She describes OCL as follows (p. 90): OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer. These collaborative activities help train learners for the 21st-century workplace, including learning how to share ideas, express opinions, and manage time. Run productive, engaging online remote meetings and workshops with your team. A successful collaborative group activity allows learners to feel a sense of community and provides learners with an active role and responsibility, which is shared among his or her established groups. In OCL, students are encouraged to collaboratively solve problems through discourse instead of memorizing correct answers. Dividing students into smaller, more intimate groupings can create opportunities for collaboration and address the more reserved student learner. Choosing right tools is important for improved online collaboration for group learning. Shorter in-class collaborative learning activities generally involve a three-step process. 20 July 2020 by Oxford University Press ELT 4 Comments. A number of researchers have conducted investigations into online collaborative discussion groups, focusing on the ways in which discussion activities move learners from learner to expert. From hackathons, such as NASA’s international Space Apps Challenge, a two-day event involving technologists, scientists, artists, educators and more, engaging with publicly available data to design new solutions for global challenges. (ed.) 6 Online Collaboration Tools for Learning. Collaborative group activities should be group -entered to begin forming a collaborative online sense of community support. 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