Collaborative Learning Skills Used in Weblog

%3Ch3+class%3D%22post-title+entry-title%22%3E%0D%0A+Collaborative+Learning+Skills+Used+in+Weblog+%3C%2Fh3%3E%0D%0A%3Cdiv+class%3D%22post-header%22%3E%0D%0A++%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22journal%22%3E%0D%0A++%3Cul%3E%0D%0A%3Cli%3EISSN+1442-438X%3C%2Fli%3E%0D%0A%3Cli%3ECALL-EJ+Online%3C%2Fli%3E%0D%0A%3Cli%3EVol.+11%2C+No.+2%2C+February+2010%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22author%22%3E%0D%0A++%3Cul%3E%0D%0A%3Cli%3EAnuratha+Kanniah%3C%2Fli%3E%0D%0A%3Cli%3EPramela+Krish%3C%2Fli%3E%0D%0A%3Cli%3EUniversiti+Kebangsaan+Malaysia%2C+Malaysia%3C%2Fli%3E%0D%0A%3Cli%3E%3Ca+href%3D%22mailto%3Apramela%40ukm.my%22%3Epramela%40ukm.my%3C%2Fa%3E%3C%2Fli%3E%0D%0A%3C%2Ful%3E%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22article%22%3E%0D%0A+++++%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AAbstract%3C%2Fh3%3E%0D%0AComputer++Supported+Collaborative+Learning+%28CSCL%29+is+an+educational++setting+that++merges+the+idea+of+group-based+learning+with+communication++technology++to+support+teaching.+CSCL+has+attracted+many+researchers+to++study+the++nature+of+collaborative+learning+in+a+virtual+context.+This++article++discusses+the+collaborative+learning+skills+among+learners+and++it+also++explains+the+internal+and+external+learning+processes+in+a++weblog.+A++qualitative+approach+was+used+to+understand+the+actual++processes+that++took+place+in+this+CSCL+mode.+The+findings+generally++demonstrated+that++weblog+permits+learners+to+operate+actively+in+a++virtual+mode+as+it++encourages+sharing+of+information+among+them.+The++participants+in+this++study+have+combined+the+internal+and+external++factors+to+actively++participate+in+a+virtual+context.+This+formulates+an++understanding+that++learning+in+a+CSCL+context+is+a+collective++mediation.+++++%0D%0AKeywords%3A+CSCL+environment%2C+weblog%2C+collaborative+learning+skills%2C++internal+and+external+factors++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AIntroduction%3C%2Fh3%3E%0D%0ALearning+has+become++technologically+driven+and+has+invented+wired++classrooms+equipped+with++sophisticated+gadgets+to+support+learning.+The++focus+of+instruction+in++language+classrooms+now+has+shifted+from++teachers+drilling+students+to++memorize+facts+to+more+autonomous+learning++modes+where+learners+are++involved+in+negotiation+of+meaning.+Today%2C++learners+could+learn+and++collaborate+together+by+accessing+the+internet.++This+has+created+a++technological+society+%28Baker%2C+1994%29+and+learning+is++now+an+integration++of+pedagogical+groundings+with+computers.+++++%0D%0ACollaborative+learning+helps+to+develop+higher+level+of+thinking+skills.+++In+collaborative+environment%2C+students+working+together+engage++actively++in+the+learning+process+rather+than+passively+listening+to++information++presented+by+their+teacher.+Students+actively+formulate++ideas%2C+discuss++them%2C+and+receive+immediate+feedback+and+respond+to+the++questions++posted.+Therefore%2C+students+could+sharpen+their+leadership++and+social++network+skills.+This+will+eventually+lead+to+a+higher+self++esteem.++++%0D%0AThe+formulation+of+technological+society+in+collaborative+learning+++environment+has+led+towards+the+intrusion+of+computers+in+pedagogical+++field.+Weblog+can+be+seen+as+a+writing+venue+that+is+commonly+read+and+++commented+by+visitors+or+anyone+who+surfs+by+traveling+through+the+++weblog.+A+general+feature+of+a+blog+is+the+sequence+of+the+posts+which+++are+arranged+in+reverse+chronological+order%2C+with+new+posts.+The+posts+++are+arranged+with+the+most+recent+at+the+top+of+the+blog.+Weblog+is+++grounded+with+constructive+and+sociocultural+theories+as+it+provides+++opportunity+to+unravel+how+learners+share+their+ideas+in+a+social+++context+based+on+the+replies+submitted.+The+notion+of+constructing+++shared+knowledge+is+perceived+as+Computer+Supported+Collaborative+++Learning+%28CSCL%29.+CSCL+is+a+medium+used+to+bind+learners+together+++%28Kimball%2C+2001+%26amp%3B+Anuratha%2C+2009%29.+It+allows+learners+to+work+in+a+++group+independently+where+the+learner+cast+the+role+of+both+recipient+++and+sender+of+knowledge.+Computers+are+seen+as+machines+that+orchestrate+++learning+in+a+student-centered+learning+mode.+Presence+of+weblog+forum+++from+the+perspective+of+CSCL+has+changed+the+perspectives+of+learning++as++compared+to+the+group+discussions+that+took+place+a+decade+ago.+It++has++also+changed+the+Malaysian%27s+perception+about+communication+and+++technology+which+has+eventually+changed+the+notion+of+how+students+learn+++%28Pramela%2C+2006a%2C+2006b%3B+Wan+Irham+Ishak+%26amp%3B+Shafinah+Mohd.+Salleh%2C+++2006%29.+Extensive+use+of+computers+in+the+realm+of+pedagogy+has+directed+++towards+numerous+researches.+Much+work+has+been+focused+about+how+++computers+function+in+learning+environment+and+the+conditions+to+support+++computer+based+learning.+However%2C+less+attention+is+given+to++understand++the+interaction+and+the+processes+that+take+place+in+a++virtual+mod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%3Ctd+class%3D%22noline+text%22%3E%0D%0A%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+text%22%3EMaintenance%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E12%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E16%3C%2Ftd%3E+++++%3C%2Ftr%3E%0D%0A%3Ctr+class%3D%22bold%22%3E++++++%3Ctd+class%3D%22noline+text%22%3E%0D%0A%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+text%22%3ETotal%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E75%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E100%3C%2Ftd%3E+++++%3C%2Ftr%3E%0D%0A%3Ctr%3E++++++%3Ctd+class%3D%22topline+text%22%3ECreative+Conflict%3C%2Ftd%3E++++++%3Ctd+class%3D%22topline+text%22%3EArgue%3C%2Ftd%3E++++++%3Ctd+class%3D%22topline+num%22%3E64%3C%2Ftd%3E++++++%3Ctd+class%3D%22topline+num%22%3E100%3C%2Ftd%3E+++++%3C%2Ftr%3E%0D%0A%3Ctr%3E++++++%3Ctd+class%3D%22noline+text%22%3E%0D%0A%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+text%22%3EMediate%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E0%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E0%3C%2Ftd%3E+++++%3C%2Ftr%3E%0D%0A%3Ctr+class%3D%22bold%22%3E++++++%3Ctd+class%3D%22noline+text%22%3E%0D%0A%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+text%22%3ETotal%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E64%3C%2Ftd%3E++++++%3Ctd+class%3D%22noline+num%22%3E100%3C%2Ftd%3E+++++%3C%2Ftr%3E%0D%0A%3C%2Ftbody%3E%3C%2Ftable%3E%0D%0A%0D%0AThe+total+number+of+attributes+generated+by+Active+Learning+is+207.+The+++Inform+subskill+represents+196+attributes+%2894.69%25%29%2C+followed+by++Request%2C++9+%284.35%25%29+and+then+Motivate+only+constitutes+2+%280.96%25%29++attributes.++Creative+Conflict+represents+Mediate+and+Argue+subskills.++64+attributes++comprising+a+total+100%25+represent+the+Argue+subskill+and++no+attributes++were+identified+for+the+Mediate+subskill.+Conversation++skill+constitutes++Acknowledgement%2C+Maintenance+and+Task+subskills.+The++highest+attribute++for+Conversation+skill+is+Acknowledgement++representing+52%25+%2839++attributes%29.+The+percentage+for+Task+and++Maintenance+subskills+is+32%25++%2824+attributes%29+and+16%25+%2812+attributes%29.++++++%0D%0AThe+participants+generally+had+high+preference+in+providing+information+++as+they+actively+exchange+ideas.+However%2C+the+participants+made+fewer+++requests+to+their+peers+as+the+form+of+request+made+in+the+interaction+++is+unlike+the+typical+way+of+students+requesting+for+information.+The+++participants+were+generally+aware+of+the+subject+matter%2C+but+often+++requested+for+further+explanation+to+enrich+their+discussion.+Finally%2C+++for+the+Motivate+subskill+only+two+students+used+this+attribute.+++Reinforcing+reply+was+given+for+presenting+an+attractive+point.+However%2C+++encouragement+given+was+also+entailed+by+disagreement.+In+this++context%2C++the+motivation+given+can+be+perceived+as+a+positively+foresaid++argument++to+avoid+dispute.+Out+of+346+attributes%2C+only+39+attributes++were++identified+as+Acknowledge+subskill+from+the+Conversation+skill.++The++participants+generally+accepted+and+showcased+appreciation+to+++contribution+made+by+others.+24+attributes+represented+Task+subskill+++which+explains+the+participants%27+attempt+to+coordinate+the+group.+The+++participants+summarized+information+to+request+for+change+of+focus.+++Summaries+provided+by+the+participants+were+a+combination+of+the+++individual%27s+perception+and+information+gathered+from+others.+Summaries+++were+also+dominantly+used+to+strengthen+a+particular+point+of+view+++before+progressing+to+a+new+topic+of+discussion.+Finally%2C+the+++Maintenance+subskill+which+functions+to+request+confirmation+in+order+to+++validate+information+constitutes+only+12+attributes.+It+explains+that+++the+participants+were+generally+aware+and+confident+in+terms+of+the+++opinions+shared+with+others.+The+participants+were+more+inclined+towards+++making+interpretations%2C+evaluations+and+presenting+evidence+to+++strengthen+the+claims+made+instead+of+maintaining+the+task+by+explicitly+++complementing+others+or+navigating+the+group+to+progress+to+new++subject++matters.+Finally%2C+the+Creative+Conflict+skill+that+encompasses++Mediate++and+ANgue+subskills+delineates+no+attributes+for+Mediate++subskill+and+64++attributes+for+Argue+subskill.+The+participants++actively+constructed++argumentative+statements+upon+opposing+viewpoints.++Although+the++attributes+for+Creative+Conflict+appear+to+be+the+lowest%2C++it+can+be++perceived+as+the+most+important+skill+and+subskill+as+the++controversies++were+followed+by+extensive+explanation%2C+elaboration+and++justification.++++These+were+normally+summarized+with+inferences+which++were+an+implicit++way+of+making+interpretation+and+also+ending+a++conversation.+This++eventually+built+an+active+interaction+as+the++participants+worked++together+to+submit+their+postings.+++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0A%3Cspan+class%3D%22italic%22%3EAnalysis+of+the+dialogues+identified+in+the++skills+and+subskills+used%3C%2Fspan%3E%3C%2Fh3%3E%0D%0AThe++collaborating+team+had+a+common+interest+in+the+participation.+Under+++this+condition%2C+the+researchers+identified+coherence+in+interaction.+++Coherent+interaction+is+an+important+aspect+to+ensure+the+participants+++have+sufficiently+understood+the+claims+and+feel+satisfied+by+providing+++relevant+information+in+relation+to+the+subject+matter+discussed+in+++earlier+postings.+Adding+information+to+a+claim+made+by+other+++participants+require+sufficient+evidence+related+to+the+previous+++postings.+This+process+involves+request+for+clarification%2C+++interpretation+and+necessary+evidence+to+initiate+a+next+turn+or+to+++display+continued+attention+to+generate+active+learning.+Therefore%2C+++coherent+interaction+can+clearly+explain+the+skills+and+subskills+based+++on+the+attributes+employed+by+the+participants.+Figure+1+reflects+that+++participants+were+inclined+towards+Active+Learning.+++++%0D%0A%0D%0A%3Cdiv+class%3D%22img%22%3E%0D%0A++++%3Cimg+alt%3D%22FIGURE+1%3A+An+Example+of+Interaction+Pattern+among+Six+Participants+%0D%0Aat+the+beginning+phase+of+the+Interaction%22+height%3D%22390%22+src%3D%22http%3A%2F%2Fcallej.org%2Fjournal%2F11-2%2FKanniah-KrishImg%2Fimage002.gif%22+width%3D%22594%22+%2F%3E++++%3Cspan+class%3D%22caption%22%3EFIGURE+1%3A+An+Example+of+Interaction+Pattern++among+Six+Participants+at+the+beginning+phase+of+the+Interaction%3C%2Fspan%3E++++%3C%2Fdiv%3E%0D%0A%0D%0AP3+%28PVC%29+made+a+claim+that+the+element+of+nature+is+the+greater+idea+++while+personal+ideas+are+the+monetary+rewards.+This+claim+is+disagreed+++by+P4+%28MMR%29.+Then%2C+P15+%28PVC%29+argued+that+the+claim+proposed+in+P3+%28PVC%29+++is+valid+and+further+justified+rather+than+giving+up+by+creating+++inconsistency+in+the+delivery+of+opinion.+Then%2C+P11+%28MMR%29+agreed+to+P5+++%28HVC%29+that+the+protagonist+is+not+materialistic+but+disagreed+to+the+++perception+that+nature+is+the+greater+idea.+Lastly+in+the+coherent+++chain%2C+P13+%28DWN%29+agrees+to+P5+%28HVC%29.+Generally%2C+the+participants+were+++able+to+learn+independently+by+assisting+each+other+mainly+by+providing+++extensive+information.+The+participants+actively+explained+their+ideas+++and+also+the+claims+made+by+their+peers.+Most+of+the+participants+++constructed+independent+claims+or+arise+a+new+understanding+which+were+++supported+by+self-explanation+to+support+their+claim+and+convince+other+++participants.+The+explanation+given+was+by+providing+textual+evidence++as++it+strengthened+clarity+in+the+author%27s+claim.+To+ensure+continuity++in++interaction%2C+self-explanation+is+further+supported+by+feedback+from+++other+group+members.+The+active+participation+among+group+members+to+++provide+information+created+interaction+patterns+that+formulates+++enriched+learning+environment.++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0A%3Cspan+class%3D%22italic%22%3EThe+social+and+cognitive+constructions+in+a++CSCL+mode%3C%2Fspan%3E%3C%2Fh3%3E%0D%0ATo++ensure+the+interaction+goes+on+with+appropriate+collaborative+skills%2C+++the+participants+posed+questions+to+their+peers.+The+questions+++addressed+to+their+peers+were+seen+as+a+social+factor+to+elicit+extended+++thinking.+The+participants+asked+questions+to+gain+alternative+view.++It++explained+the+participants%27+role+to+construct+knowledge+beyond+the+++ability+of+each+peer+to+supply+knowledge.+It+was+seen+as+a+valuable+++strategy+to+pursue+the+task.+Besides+that%2C+the+participants+also+asked+++questions+to+request+for+further+explanation+to+extend+the+topic+++further.+Lastly%2C+questions+were+asked+to+invite+others+to+contribute+in+++the+interaction.+This+indicates+that+the+authors+increased+the+++opportunity+for+other+members+to+contribute.+The+participants+also+ended+++the+topic+discussed+explicitly+and+implicitly+based+on+understanding+++gained+from+the+context+of+learning.+In+terms+of+dealing+with+conflict%2C+++the+interaction+is+not+a+smooth+sailing+journey+as+some+of+the+++contributions+made+did+not+solely+fit+in+the+group%27s+common+thinking.+++This+led+to+conflict+and+it+attracted+other+peers%27+concern+and+this+++created+a+socially+mediated+conversation.+Ability+to+put+forward+++competitive+attributes+is+due+to+the+contributions+made+by+others.+This+++explains+how+members+in+a+collaborative+learning+environment+++co-construct+meaning+together.+The+participants+also+demonstrated+++supportive+behaviour+to+reach+a+deeper+discussion+and+handle+complex+++issues+in+delivering+opinions.+The+participants+showed+interest+and+++concern+to+invite+others+to+participate.+++++%0D%0AIn+terms+of+the+internal+process%2C+the+participants+discussed+issues+++beyond+literal+meaning+by+providing+contradicting+statements.+This+++attempt+clearly+required+higher+level+of+thinking+on+the+individual%27s+++part.+At+this+stage%2C+individuals+needed+to+think+critically+to+seek+for+++information.+The+participants+also+practised+self-question-asking+where+++questions+formulated+were+answered+by+the+one+who+initiated+the+doubt.+++Therefore%2C+the+answer+for+the+question+constructed+can+be+treated+as++the++individual%27s+attempt+to+seek+for+solution+without+solely+depending++on++their+peers%27+assistance.+It+does+not+only+improve+the+participants%27+++ability+to+solve+problems+but+also+exemplifies+that+learning+is+++individually+centered.+++++%0D%0ATo+this+point+we+have+seen+how+internal+and+external+processes+++interchangeably+predispose+discussion+in+a+virtual+context.+It+has+now+++broadened+the+lens+of+understanding+on+how+learning+takes+place+in+a+++virtual+context.+It+encapsulates+that+learning+in+a+virtual+context+via+++weblog+forum+is+a+collective+process+which+is+interrelated+especially++in++formulating+understanding+among+the+participants.+Figure+2+shows+how+++the+internal+and+external+processes+mediate+together+in+a+learning+++environment.+++++%0D%0A%0D%0A%3Cdiv+class%3D%22img%22%3E%0D%0A++++%3Ca+href%3D%22http%3A%2F%2Fcallej.org%2Fjournal%2F11-2%2Fimage003_bigger.html%22+target%3D%22_blank%22%3E%3Cimg+alt%3D%22FIGURE+2%3A+Interaction+Patterns+showing+how+learning+takes+place+in+a%0D%0A+CSCL+Environment%22+height%3D%22500%22+src%3D%22http%3A%2F%2Fcallej.org%2Fjournal%2F11-2%2FKanniah-KrishImg%2Fimage003.gif%22+width%3D%22748%22+%2F%3E%3C%2Fa%3E++++%3Ca+href%3D%22http%3A%2F%2Fcallej.org%2Fjournal%2F11-2%2Fimage003_bigger.html%22+target%3D%22_blank%22%3E%3Cspan+class%3D%22caption%22%3EFIGURE+2%3A+Interaction+Patterns++showing+how+learning+takes+place+in+a+CSCL+Environment%3C%2Fspan%3E%3C%2Fa%3E++++%3C%2Fdiv%3E%0D%0A%0D%0AThe+coded+circles+in+the+wide+circle+represent+each+individual+in+the+++subgroup.+The+arrows+represent+the+connection+between+the+participants+++in+the+subgroups.+The+structure+%28see+Figure+1%29+in+the+subgroup+explains+++the+transformation+of+information+from+one+group+to+another+between+the+++members+of+the+network.+The+space+in+the+wide+circle+reflects+the++social++context+in+the+interaction.+The+individual+mind+denotes+how+an+++individual+behaviour+influences+learning.+As+mentioned+earlier%2C+the+++participants+actively+debated+issues+contradicting+with+their+individual+++thought.+Therefore%2C+it+can+be+inferred+that+disagreements+stimulate+++individual+learners+to+actively+indulge+in+the+Explain+skill.+++Presentation+of+contradicting+issues+cause+disjoint+among+the+learners.+++The+mismatch+among+the+group+members+can+be+seen+as+the+fundamental+++characteristic+for+the+individual+learners+in+the+group+to+provide+++proper+evidences+and+explanations.+The+individual+perception+will+++influence+others+because+the+contradicting+statement+sets+a+demand+for+++others+to+accept+or+reject+the+opinion.+This+is+the+point+where+learning+++becomes+a+social+affair+because+the+individual+thought+is+extended++with++other+members%27+involvement+in+the+group.+Although+sociocultural+++perspectives+are+embraced+and+acknowledged%2C+it+is+still+important+to+++submit+to+the+development+of+individual+learner%27s+involvement+to+produce+++insightful+views.+Figure+2+also+garners+that+surrounding+is+an+++important+venue+for+learners+to+participate+in+learning+as+the+community+++around+%E2%80%98forces%E2%80%99+individuals+to+participate+in+the+discussion+by+++inviting+them+join+or+asking+for+clarifications.+Through+such+++relationship+and+behaviour%2C+participants+collaborate+towards+a+shared+++goal.+As+the+participants+make+references+and+acknowledge+each+other%2C+++knowledge+is+transmitted+throughout+the+interaction.+This+constant+++interaction+has+led+the+group+of+learners+to+formulate+a+few+subgroups+++that+are+bound+together.+One+of+the+reasons+that+the+learners+are+able+++to+operate+in+a+dual+mode+is+due+to+the+nature+of+the+asynchronous+mode+++of+learning+where+learners+could+participate+and+respond+at+their+++convenience.+The+advent+of+asynchronous+mode+of+learning+has+opened+up+++possibilities+for+learners+to+reflect%2C+revisit+and+construct+comments+++independently.+A+wide+range+of+cognitive+and+social+attributes+in+the+++interaction+could+be+due+to+the+aspect+of+anonymity.+The+anonymous+++context+and+the+use+of+pseudonyms+could+have+influenced+the+participants+++to+create+numerous+responses+that+create+%E2%80%9Cnoisy%E2%80%9D+but+productive+++learning+opportunities.++++%0D%0ATherefore%2C+it+is+plausible+to+summarize+that+the+participants+are+both+++cognitively+and+socially+inclined.+Hence%2C+learning+involves+the+presence+++of+both+social+and+cognitive+factors.++++%0D%0A%3C%2Fdiv%3E%0D%0A%3Cdiv+class%3D%22chapter%22%3E%0D%0A++++%3Ch3%3E%0D%0AConclusion%3C%2Fh3%3E%0D%0AIndividual+thought+is+a++necessary+condition+in+the+creation+of++constructive+learning+%28Piaget%2C++1977%29.+Driven+by+this+need%2C+learners++perceive+learning+as+a++self-perception+process.+This+perspective++reflects+the+participants+in++the+present+study+as+the+individuals+put++forward+contradicting++statements+by+thinking+critically%2C+constructing++hypothetical+questions++or+evaluating+others+point+of+view+based+on+the++individuals%27++understanding.+Expression+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