1. SoLLs.INTEC.09 Collaborative Skills and Learning Processes in a Virtual Context Anuratha Kanniah anuratha412@gmail.com.sg Pramela Krish pkrish10@yahoo.com Universiti Kebangsaan Malaysia

2. Introduction Collaborative learning  interdependence of learners as they share ideas and reach a conclusion (Roberts, 2004; Anuratha, 2009) CSCL  group based learning +computer (Daphne, 1996) - Computer  tool to put forward thought - Learning is invisible in virtual context

3. Purpose of the Study To find out learners’ preferred collaborative skills and subskills in a virtual learning context. To study how the internal and external processes in an online learning mode predispose collaborative learning.

4. Research Questions 1)What are the preferred collaborative learning skills and subskills among the participants in the weblog? 2)How the internal and external processes predispose a collaborative discussion in a weblog?

5. Relevant Theories and Perspectives to Study CSCL Sociocultural Constructivist Internal & External Processes in CSCL Collaborative Learning & CSCL

6. Collaborative Learning Learners work together to solve problems Fosters teamwork – Interdependence of learners to handle complicated tasks. Creates space for negotiation (Dilenbourgh,1999) - Learners produce ambiguous statement>misunderstandi ngs>explain, justify Helps to develop higher level thinking

7. CSCL Asynchronous -e-mail -CD-ROM -Weblog Synchronous - Chat rooms -Audio / video conferencing Learning takes place anytime, anywhere free to post entries anonymous

8. Internal & External Processes Internal Process thinking takes place in the individual (Piaget,1954) eg. Construct arguments, explanation, initiating doubts External Process Use of social environment to discover learning (Vygotsky, 1978) eg. seek external help

9. Sociocultural (Vygotsky) Surrounding plays an important role Surrounding plays and important role Surrounding knowledge is important in learning Learning has only significant value in the context of joint activity Ability to understand something complex with the help of others

10. Constructivis t (Piaget. et.al) How learners create meaning out of individual mind Knowledge is constructed by individuals Knowledge is constructed based on previous knowledge Mind is important to interpret outside world Individual mind is capable to form abstract thought and solve problems

11. Research Design Qualitative To explore a topic where it requires researcher to listen to the participants to construct a picture based on their ideas (Creswell, 1994) Allows researcher to seek a real world setting to understand the actual process that takes place in a situation. Patton (2001)

12. Sample 20 students from SKBI 6053, Critical Reading Approaches course (compulsory Masters program course) Working adults and fresh graduates Mixed gender population

13. Research Procedure Stage 1: Data Collection Stage 2: Data Reduction Stage 3: Coding Stage 4: Compression of data Stage 5: Data Interpretation Documentation Easy referencing - P20 (TSH) Simplifying the data Tables Use of established theories to analyse the data

14. Findings: Research Question 1 Dominant Skills and Subskills in the Collaborative Learning Skill Taxonomy Collaborative Learning Skills Creative Conflict (59.28%) Argue (100%) Conversation (21.68%) Acknowledge (52%) Maintenance (16%) Task (32%) Inform (94.6%) Active Learning (18.5%) Request (4.35%) Motivate (0.96%) - extensive evidence - constructing questions  mind as an important tool to interpret information - lack of motivational aspect  learners are more concern to produce constructive comments than explicitly encourage other participants. Familiar with the topic and have sufficient background knowledge + Positive interdependence of learners to accept or reject others point of view = Joint product - participants acknowledge others  instills emotional connection and encourages continued investment and involvement

15. Findings: Research Question 2 Internal and External Processes in the Weblog Discussion External Process Internal Process Progress through Task Dealing with Competition & Conflict Supportive Behavior Constructin g the Questions Setting up Hypothesis Using Evidence Monitoring Own Thinking

16. Collective Mediation Importance of Individual mind Importance of environmental competence as a means of learning + = Collective mediation (a shared mediation of internal and external processes)

17. Collective Mediation P1 (D YP) P22 (H VC ) P34 (MR W) P35 (H VC ) P36 (D YP) P37 (H VC ) P13 (DWN ) P15 (HV C) P4 (MM R) P11 (MM R) P3 (HV C) P1 (BO H) P31 (BO H) P32 (DO D) P31 (HV C) P34 (MR W) P36 (DY P) P37 (HV C) A Model Showing How Learning Takes Place in a CSCL Environment

18. Collective Mediation Arrows  connection between the individual participants in the subgroup Circles  Importance of individual mind to generate discussion Vygotsky  Social nature provides necessary condition for learning Piaget  Individuals play important role in learning

19. Significance of the Study Course coordinator -Easy to construct course modules based on the findings -Should consider CSCL to enhance learner-centered environment Academic weblog designers -Create an effective interface design -Should consider theoretical tenets (cognitive & social skills) to foster collaborative learning in virtual mode  sentence openers Students -students can understand the important of openness in learning -gives an idea that online discussion is convenient and “safe” to exchange ideas

20. Thank you........