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Essential Design Features of Online Collaborative Learning

Essential Design Features of Online Collaborative Learning

Hyo-Jeong So, Wei-Ying Lim, Jennifer Yeo
Copyright: © 2010 |Pages: 15
ISBN13: 9781615206728|ISBN10: 1615206728|EISBN13: 9781615206735
DOI: 10.4018/978-1-61520-672-8.ch014
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MLA

So, Hyo-Jeong, et al. "Essential Design Features of Online Collaborative Learning." Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow, edited by Holim Song, IGI Global, 2010, pp. 230-244. https://doi.org/10.4018/978-1-61520-672-8.ch014

APA

So, H., Lim, W., & Yeo, J. (2010). Essential Design Features of Online Collaborative Learning. In H. Song (Ed.), Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow (pp. 230-244). IGI Global. https://doi.org/10.4018/978-1-61520-672-8.ch014

Chicago

So, Hyo-Jeong, Wei-Ying Lim, and Jennifer Yeo. "Essential Design Features of Online Collaborative Learning." In Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow, edited by Holim Song, 230-244. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-672-8.ch014

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Abstract

With the goal of working towards a paradigm shift from delivery-centered to participation-centered pedagogy in mind, this chapter presents a set of essential design features that readers need to consider for designing online collaborative learning environments. Meaningful interaction and collaboration in online environments need the consideration of design elements as well as the understanding of the affordances of interactive learning technologies. This chapter presents a 3-dimensional design activity - social structures, tools, and learner diversity - as the fundamental elements that educators and instructional designers need to consider. It is important to note that the combination of these essential features is not prescriptive, but rather, is situational dependent on the learning context to achieve the “goodness of fit” for the desired learning outcomes. To demonstrate the design and enactment of the 3-D design features, the authors present a case example of a problem-centered learning environment designed for secondary learners’ science learning. In conclusion, the authors suggest that while the pedagogical advantages of collaborative learning have been well-supported, more research is needed to better understand the complex nature of designing collaborative learning in online settings, especially through the mediation of emerging technologies such as Web 2.0 technology tools.

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