Conditions affecting Computer Supported Collaborative Learning in Higher Education in the UK and South Korea

Lee, Byeong Hyun (2011). Conditions affecting Computer Supported Collaborative Learning in Higher Education in the UK and South Korea. University of Birmingham. Ph.D.

Preview

Lee11PhD.pdf PDF Download (2MB)

Abstract

The purpose of this research is to explore CSCL as an instructional model for developing the skills and competencies required in the „knowledge society‟ and to suggest under what conditions CSCL might be effective. To this end, an in-depth investigation of students‟ collaborative interaction patterns, their perceptions of their learning and the variables impacting on their interaction was conducted. The four contexts of study looked at alternative communication tools, collaborative task types and distance versus campus modes in South Korea and the UK. Data collection from these diverse contexts adopted a mixed methodology. Data analysis initially focused on the first two case studies and was then extended across the remaining contexts which explored alternative tasks and media.
Students‟ collaboration patterns indicated that students input more effort on doing the work for which they were individually accountable rather than toward a group effort. The process of negotiating meaning was found to be weak in asynchronous online discussion and the most difficult aspect of group project tasks for students. Students‟ socio-emotional aspects also influenced collaboration patterns. Nevertheless, students‟ perceptual data indicated that they believed CSCL had diverse learning merits. In conclusion, some conditions for effective CSCL design were suggested.

Type of Work:	Thesis (Doctorates > Ph.D.)
Award Type:	Doctorates > Ph.D.
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Education
Funders:	None/not applicable
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
URI:	http://etheses.bham.ac.uk/id/eprint/2922

Actions

	Request a Correction
	View Item

Downloads