By Tim Roberts
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Extra resources for Computer-Supported Collaborative Learning in Higher Education
This research raises some interesting questions for higher education institutions that attract international students, both online and on-campus. Community colleges in metropolitan areas often have a culturally diverse student population even though they serve only a small geographical area. Just as community colleges are expected to be accessible to students with various disabilities, they need to be accessible to students with diverse cultural backgrounds and learning styles, as well. There are a broad range of potential problems that may arise in collaborations, including conflict or disagreement, internalization, appropriation, shared cognitive load, mutual regulation, and social grounding (Dillenbourg & Schneider, 1995).
Students are encouraged to learn and improve a broad range of skills including critical thinking. Online collaboration and group work require students to develop specific study skills and life skills (Bates, 2000). These include: good communication skills, ability to learn independently, social skills, teamwork skills, ability to adapt to changing circumstances, thinking skills, and knowledge navigation. All these skills have practical application within online learning through collaboration and group work.
The number of participants in an online discussion group needs to be limited to 20 to 25 participants per group for general discussions. Groups of two or three participants work well for intense collaboration requiring extensive production. Other group sizes are appropriate depending on the nature of the assigned group project activity. Larger courses can be divided into subgroups. There are a number of techniques that can be used to help students get to know one another and work through the forming process.
Computer-Supported Collaborative Learning in Higher Education by Tim Roberts