The use of
Internet technology and the various web tools that have been developed to
increase student –centered learning range from a selection of delivery methods. Among the tools are on-line communication and
collaboration programs, video production and editing tools, as well as blogging
for the purpose of idea sharing, personal reflection, and problem solving
guides.
Karpova, Correia,
and Baran discuss their research into the use of technology by global learning
teams that collaborate to identify, formulate, research, and solve complex
problems through the use of the Internet (2009). It is the belief of the authors that “Learning
while working together is becoming mandatory to meet workplace performance
requirements” (Karpova, Correia, and Baran, 2009). The authors also share that on-line
collaboration and communication have “the ability to bring together
heterogeneous participants and expose students to a diversity of cultures,
opinions, and communication styles” (Karpova, 2009). A prime focus of the research addressed that
there are more obstacles for on-line collaboration due to ineffective use of
technology for communication, and to “establish effective communication, global
teams need to quickly develop and maintain mutual understanding without
face-to-face interaction” (Mezgar, 2005).
Karpova and others (2009) sought to
answer a series of question through their research which included:
·
What technology do global learning teams choose
to support virtual learning collaboration?
·
What are the advantages and disadvantages of
different types of technology as perceived by participants?
·
What technology do global learning teams utilize
at different stages of a virtual collaboration process?
·
What are the challenges and rewards identified
by members of global learning teams?
The pedagogical approach
of this research was to engage students and teachers in the collaborative
process, while considering the cognitive and social factors of individuals
within a collaborative group. The
methodology approached the questions by using data collection such as
background questionnaires, interviews and discussion boards. The students that
were evaluated were from either Denmark or the United States and placed into
three global learning teams.
The results of
this particular study were narrowed into two separate fields, Use of Technology and Rewards and Challenges of virtual
collaboration. Among the various
technologies utilized by the students was the Learning Management System, or
LMS (WebCT), Skype, Adobe Connect Professional, Google Docs and e-mail. Overall, each technology had its benefits and
limitations, some of which were due to long range communication. From this particular study, it seems as if
those technologies that kept some form of written or stored information were significant. Those that failed to record or permit a
written form of communication seemed to be a downfall of such a technology.
The study
conducted by Karpova and others examined “what, how and why global learning
teams used different types of technology for virtual collaboration when solving
complex problems” (2009). It was found that not one technology by itself met
the needs of the group. Research showed that a combination of the various
technologies which were used at different phases of the problem solving process
provided the students with what they needed to accomplish the various tasks.
Dockter, Haug and
Lewis (2010) evaluate the use of digital media presentation verse traditional
literature-based curriculum in an urban English classroom. By allowing students to critique and create
their own media presentation of a topic relevant to English, students found an
interest in the subject that may not have been achieved by traditional
means. By using digital media as an
alternative, students had positive feedback about several aspects of the
projects which included:
·
The opportunity to build their own understanding
of a topic or subject
·
Collaborate in a meaningful way with fellow
students
·
Included authentic audiences and consequences
·
Encouragement of critical and creative thinking
through a high degree of rigor
Students in this
course were provided with an opportunity to analyze media productions and then
produce their own documentary film project based upon English history. Due to the nature of the presentation aspect,
many students took additional pride in their work knowing that their family and
friends would be invited to see the final presentation. The authors state “each aspect of the
curriculum provided a scaffold for technical, artistic, and critical thinking
skills, and focused on deep knowledge with the intention of developing a
complex intellectual base for culminating project of the year: the documentary
film" (Dockter ,2010).
MacBride and
Luehmann address the benefits and limitations of student blogging within the discipline
of math and science. Research provided
by Henning, (2003) shows that more than half of those who blog are between the
ages of 13-19, which would lead one to believe that this particular form of
communication would increase student engagement in a topic if used within
school. The authors also provide a list of ways blogging has been used to
support learning which include but are not limited to:
·
Promotion of reflective thinking
·
Nurture collaboration and relationship-building
·
Extend learning outside classroom walls
The authors
reflect upon the significance of blogging in higher education, and the possible
impact and implications that blogging could have on high school students. The researchers used Internet searches to
locate student blogs on the web in order to evaluate them and make a solid
claim towards their benefits. For the
purpose of the study, a blog for 11th grade Pre-Calculus was chosen.
The various blog posts over the course
of the year were analyzed, and an interview was conducted with the teacher to
determine what factors influenced the use of a blog within the class.
The
11th grade Pre-Calculus teacher incorporated a series of specific
tasks within the blog which included the rotation of students to scribe daily classroom
activities for that day and reflective writing which allowed students to think
about the mathematical processes they were learning. Other activities encompassed an Editor’s Initiative, Sunday Game Post, Chat
Boxes, the sharing of resources, Del.icio.us accounts, Visitors Map, and Digital
Stories (MacBride, 2008).
After
further review of the use of a blog within this course, it was found that this
Web 2.0 technology increased collaborative learning, promoted a student-centered
learning environment, offered a place for reflection, and delivered an enriched
classroom experience (MacBride, 2008). At the conclusion of this research, the
authors were confident in supporting the use of a blog within a mathematical
learning environment and elaborate on the importance of the facilitating teacher’s
knowledge of blogging and how they must manage the blog for effectiveness.
Collaboration and
communication are among the most important concepts to incorporate into a 21st
century learning environment. With the
need to provide more student-centered instruction, the Internet offers a
variety of different tools that meet both teacher and student needs. As the referenced materials provide a
fundamental starting point to working towards a student-centered experience, it
is evident that the diversity of students and the various ways they learn play
a huge part in the decision to choose a particular media to foster
learning. Gray and Waggoner (2002) indicated that Howard Gardner’s concept of
Multiple Intelligences suggested that knowledge could be displayed in multiple
ways. As discussed in previous
literature, the theory of Multiple Intelligences is relevant to the argument
for the use of web–based technologies.
In order to provide a diverse learning environment
that will contribute to the success of the entire class, one may wish to
utilize multiple tools to meet the multiple learning abilities of the
class. Within this literature, the use
of multimedia tools have provided students with an opportunity to control their
own learning experience through the use of on-line communication tools, video, and
blogging. It is evident from the
research that each tool has proven to increase student interest and resulted in
a higher success rate. The combination
of these tools could also provide the various students with a component of
learning that meets their specific needs or type of intelligence.
It is suggested that a variety of different
forms of communication be available in order to allow the students to choose
what works best for their needs. Brainstorming
in an on-line collaborative environment is much different than two people
sharing their background information and getting to know each other. Also, video is one of the most exciting forms
of artistic expression that also allows the student to create their own
learning experience. Blogging has also
provided students with the chance to share ideas in a variety of ways that all
contribute to learning. By allowing
students to use the various technologies expressed in this reading, one would
greatly increase the chances of success.
In
conclusion, it is vital to adapt a series of different Web 2.0 tools which are likely
to increase student-learning and allow each individual to build their own
understanding of a topic or skill. Both synchronous
and asynchronous communication tools support student –centered learning and are
a vital component to the classroom of 21st century learners.
References
Dockter, J. (2010). Redefining
Rigor: Critical Engagement, Digital Media, and the New English/Language Arts.
Journal of Adolescent & Adult Literacy,
53(5), 418-420.
Gray, K. C., & Waggoner, J. E. (2002, Summer). Multiple
intelligences meet Bloom’s
taxonomy. Kappa Delta Pi Record, 38(4), 184-188. Retrieved from http://proquest.umi.com.proxy1.ncu.edu
taxonomy. Kappa Delta Pi Record, 38(4), 184-188. Retrieved from http://proquest.umi.com.proxy1.ncu.edu
Johnson, G. (2006, July). Synchronous
and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent
Research. TechTrends:
Linking Research & Practice to Improve Learning, 50(4), 46-53. Retrieved December 14, 2007, from Academic
Search Complete database.
Karpova, E., Correia, A., & Baran, E. (2009, January). Learn to
use and use to learn: Technology in virtual collaboration experience. Internet & Higher Education, 12(1), 45-52. Retrieved March 27,
2009, doi:10.1016/j.iheduc.2008.10.006
Mezgar, I. (2005). Trust in virtual organizations. IN S.
Dasgupta (Ed.) Encyclopedia of virtual communities and technologies (pp.
452-456) London: Idea Group Reference
MacBride, R., Lachman, A. (2008). Capitalizing
on Emerging Technologies: A Case Study of Classroom Blogging. School Science & Mathematics, 108(50)
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