Support for Collaborative e-Learning in Asia
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Abstract
In online learning, student support systems are becoming more important as the basis for course design. In previous years, support had been considered as a supplement to resources given to pre-designed courses. The focus has now shifted since course design, content, and even assessment are formatively developed during the course through negotiation among the students and other agents such as the tutor and institution. Various forms of support are deployable. This paper looks at the design of e-learning courses in Asia to see what form of support is needed at the basic level involving choice of platform and use of technology. With increasing complexity in the e-learning technologies available, it is timely to take a re-look at the human involvement Ð at what students should be learning and how, and what the tutor should be teaching and how. And then we can identify which technologies serve these learning and teaching purposes. With the realization that online learning is better achieved through group interactivity than alone, there is a movement back to focusing on group learning. There are by definition only the two ways of learning in a group - cooperative learning and collaborative learning. Based on the established theory of transactional distance, e-learning technologies used in Asia were reviewed, to discover only the few elite centres of excellence deployed collaborative learning techniques, while the majority used cooperative techniques emphasizing dialogue to the exclusion of added structure. This report finds that the support needed in Asia should bring in more structure into course design to promote collaborative e-learning as an essential component in acquiring critical thinking skills at university.
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KAWACHI, P. (2003). Support for Collaborative e-Learning in Asia. Asian Journal of Distance Education, 1(1), 46-59. Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/11
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References
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support through the internet. Proceedings of the XV Annual Conference (p. 117). New Delhi, India : Asian Association of Open Universities. Robinson, B., Le Van Tran, & Tran Duc Vuong (2001). Viet Nam. In O. Jegede, & G. Shive, (Eds.), Open and distance education in the Asia Pacific region (pp. 237-254). Hong Kong : Open University of Hong Kong Press. Sabio, C.J. (2002). Understanding distance educational learning in the Philippines : Profile and study habits. Proceedings of the 16th Annual Conference (p. 128). Seoul, Korea : Asian Association of Open Universities. Saleh, M.N. (undated, c2000). The future of distance education in Malaysia : The role of information technology. Presentation as part of a Funding Application to the Malaysian Government, added to a review of Distance Education in Malaysia. Retrieved April 24, 2003, from http:gdenet.idln.or.id/country/ar_malaysia/C R_Malaysia.htm Shin, N. (2002). Beyond interaction : The relational construct of ‘Transactional Presence’. Open Learning, 17(2), 121-137. Shin, N., Jegede, O., Yau, J.S-W., Chung, L.HM., & Chan, J.K-Y. (2002). An exploration of the effect of online learning environment on distance learning. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Smith, S.N., & Smith, P.J. (2000). Implications for distance education in the study approaches of different Chinese national groups. Journal of Distance Education, 15(2), 1-11. Retrieved November 22, 2002, from http://cade.athabascau.ca/vol15.2/smithsmith. html Spender, D. (2002). E-learning and its future. Paper presented at the Global Summit in Australia. Retrieved April 26, 2003, from http://www.educationau.edu.au/globalsummit /papers/d_spender.pdf Srivastava, M., & Venugopal Reddy, V. (2002). Is information and communication technology reshaping the learner support?
Association of Indian Universities University News, 40(4), 43-54. Tandon, N. (1998). Barriers to information and communication technologies encountered by women. Asian Region, Report on Gender Barriers to ICT. New Delhi : Commonwealth Educational Media Centre for Asia. Retrieved April 3, 2003, from http://www.col.org/wdd/ Tang, T. K-W., & Fung, Y. Y-H. (2002). A comparison of two learning communities in the digital era – how contexts and functions affect online participation in distance learning courses for teachers. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Thilagavathy, N.S.S., & Namasivayam, N. (2002). Imperatives of research in marketoriented strategy for open and distance education of Madurai Kamaraj University, India : a case study. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Towns, M.H. (1998). How do I get my students to work together? Getting cooperative learning started. Journal of Chemical Education, 75, 67-69. Tsuji, M., Kubo, D., Taoka, F., & Teshima, M. (2002). The role and issues of international tele-education : Lessons learned from the Japanese experience. Proceedings of the XV Annual Conference (p. 96). New Delhi : Asian Association of Open Universities. Vaziri, A. (2002). Education in the era of information and communication technologies. Proceedings of the 16th Annual Conference (p. 102). Seoul, Korea : Asian Association of Open Universities. Vyas, R.V., R.C. Sharma, & A. Kumar (2003). Delivery tools of distance learning in psychology through internet : An overview. In N.K. Chandel, R. Jit, S. Mal, & A. Sharma (Eds.), Psychological implications of information technology (pp. 124-140). New Delhi : Deep & Deep Publications. Zimmer, B. (1995). The empathy templates : A way to support collaborative learning. In F. Lockwood (Ed.), Open and distance learning today (pp. 139-150). London : Routledge.
supported groups. Communications Education, 48, 109-126. Briguglio, C. (2000). Self directed learning is fine – if you know the destination! In A. Herrmann, & M.M. Kulski (Eds.), Flexible futures in tertiary teaching : Proceedings of the 9th Annual Teaching Learning Forum. Perth : Curtin University of Technology. Retrieved May 14, 2003, from http://cea.curtin.edu.au/tlf/tlf2000/briguglio.h tml Brookfield, S.D. (1987). Developing critical thinkers. San Francisco, CA : Jossey-Bass. Bullen, M. (1997). A case study of participation and critical thinking in a university-level course delivered by computer conferencing. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada. Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education, 13(2). Retrieved February 24, 2003, from http://cade.athabascau.ca/vol13.2/bullen.html Chen, Y-J., & Willits, F.K. (1999). Dimensions of educational transactions in a videoconferencing learning environment. American Journal of Distance Education, 13(1), 45-59. Colbeck, C.L., Campbell, S.E., & Björklund, S.A. (2000). Grouping in the dark. Journal of Higher Education, 71, 60-83. Dalit, J.B. (2001). Access, equity and gender issues in open and distance learning. PUP (Polytechnic University of the Philippines) Open University Journal on Open and Distance Learning, 2(1):88-108 Dewey, J. (1933). How we think : A restatement of the relation of reflective thinking to the educative process. Lexington, MA : D.C. Heath and Company. Edwards, R. (1995). Different discourses, discourses of difference : Globalisation, distance education and open learning, Distance Education, 16(2), 241-255. Feather, S. (1999). The impact of group support systems on collaborative learning groups’ stages of development. Information Technology, Learning, and Performance Journal, 17(2), 23-34. Fu, D., & Townsend, J.S. (1998). Cross-cultural dilemmas in writing: Need for transformations in teaching and learning. College Teaching, 46(4): 128-133. Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, et al. (Eds.), Distance Education : International Perspectives (pp. 114-122). London : Croom Helm.
Perspectives (pp. 114-122). London : Croom Helm. Joung, Y.R., & Kim, S.Y. (2002). Design template framework of learning object for reusable e-learning contents. Proceedings of the 16th Annual Conference (p. 109). Seoul, Korea : Asian association of Open Universities. [http:www.aaou.or.kr] Kawachi, P. (1999a). Language curriculum change for globalization. paper presented at the 34th Annual RELC Seminar – Language in the Global Context : Implications for the Language Classroom. Singapore : SEAMEO RELC. Kawachi, P. (1999b). Accommodating diversity in approaches to learning. Saga University Guide and Research in Progress, 3, 12-14.. Kawachi, P. (2002a). Why the sun doesn’t rise : Empirical findings that explain the exclusion of Japanese from online global education, and suggested solutions. Global E-Journal of Open, Flexible and Distance Education, 2(1). Retrieved May 18, 2003, from http://www.ignou.ac.in/ejournal/contentsII?PaulKawachi.htm Kawachi, P. (2002b). Poverty and access : The impact of language on online collaborative learning for Japanese learners. In H.P. Dikshit, S. Garg, S. Panda, & Vijayshri (Eds.) Access & equity : Challenges for open and distance learning (pp. 159-170). New Delhi : Kogan Page. Kawachi, P. (2002c). On-line and off-line reading English rates : Differences according to native-language L1, gender, and age. Proceedings of the 16th Annual Conference. Seoul, Korea. Asian Association of Open Universities. Kawachi, P. (2003a). Choosing the appropriate media to support the learning process. Journal of Educational Technology, 14(1), 118. Kawachi, P. (2003b). Empirical validation of a multimedia construct for learning. In S. Mishra, & R. Sharma (Eds.), Interactive multimedia in education and training. New Delhi : Idea Group (in press) Kember, D., & Gow, L. (1991). A challenge to the anecdotal stereotype of the Asian student. Studies in Higher Education, 16, 117-128. Kim, Hyesoo, & Cheol-Hyeon Roh (2002). Three approaches to increase the quality of distance education in Korea. Proceedings of the XV Annual Conference (p. 74). New Delhi : Asian Association of Open Universities. Lawanto, O. (2000). Applying interactive learning technology in improving teaching
quality training for faculty members at Universitas Surabaya Indonesia. Proceedings of the International Learning and Sharing Forum on Empowering Universities and Small Medium Enterprises, Annual Conference of the Association of Asia and Pacific Universities. Surabaya, Indonesia. Retrieved April 29, 2003, from http://gdenet.idln.or.id/country/ar_indonesia/I MPR_TEACH_full.htm Manohar, K.M. (2002). Reaching the unreached in higher education : The role of ODL in the digital era. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. McWhaw, K., Schnackenberg, H., Sclater, J., & Abrami, P.C. (2003). From co-operation to collaboration : Helping students become collaborative learners. In R.B. Gillies, & A.F. Ashman (Eds.) Co-operative learning : The social and intellectual outcomes of learning in groups (pp. 69-86). London : RoutledgeFalmer. Mohamadi, M. (2002). Presentation of a video program in a practical course in geology. Proceedings of the 16th Annual Conference (p. 113). Seoul, Korea : Asian Association of Open Universities. Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp22-38). London: Routledge. Nagaoka, R. (2002). Similarity and diversity among the way ODL universities follow in the age of ICT revolution and possible open collaborative relationship among them. Proceedings of the 16th Annual Conference (p. 118). Seoul, Korea : Asian Association of Open Universities. Oliver, R., & Omari, A. (2001). Student responses to collaborating and learning in a web-based environment. Journal of Computer Assisted Learning, 17, 34-47. Panda, S., & Chaudhary, S. (2001). Telelearning and telelearning centres in India. In C. Latchem, & D. Walker, (Eds.), Telecentres : Case studies and key issues (pp. 149-157). Vancouver, BC : Commonwealth of Learning. Retrieved August 24, 2002, from http://www.col.org/Telecentres/telecentres_in tro.htm Probst, R.E. (1987). Transactional theory in the teaching of literature. ERIC Digest ED 284 274. Retrieved April 24, 2002, from http://www.ed.gov/databases/ERIC_Digests/e d284274.html Robertshaw, M. (2002). Enhancing peer-to-peer.
support through the internet. Proceedings of the XV Annual Conference (p. 117). New Delhi, India : Asian Association of Open Universities. Robinson, B., Le Van Tran, & Tran Duc Vuong (2001). Viet Nam. In O. Jegede, & G. Shive, (Eds.), Open and distance education in the Asia Pacific region (pp. 237-254). Hong Kong : Open University of Hong Kong Press. Sabio, C.J. (2002). Understanding distance educational learning in the Philippines : Profile and study habits. Proceedings of the 16th Annual Conference (p. 128). Seoul, Korea : Asian Association of Open Universities. Saleh, M.N. (undated, c2000). The future of distance education in Malaysia : The role of information technology. Presentation as part of a Funding Application to the Malaysian Government, added to a review of Distance Education in Malaysia. Retrieved April 24, 2003, from http:gdenet.idln.or.id/country/ar_malaysia/C R_Malaysia.htm Shin, N. (2002). Beyond interaction : The relational construct of ‘Transactional Presence’. Open Learning, 17(2), 121-137. Shin, N., Jegede, O., Yau, J.S-W., Chung, L.HM., & Chan, J.K-Y. (2002). An exploration of the effect of online learning environment on distance learning. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Smith, S.N., & Smith, P.J. (2000). Implications for distance education in the study approaches of different Chinese national groups. Journal of Distance Education, 15(2), 1-11. Retrieved November 22, 2002, from http://cade.athabascau.ca/vol15.2/smithsmith. html Spender, D. (2002). E-learning and its future. Paper presented at the Global Summit in Australia. Retrieved April 26, 2003, from http://www.educationau.edu.au/globalsummit /papers/d_spender.pdf Srivastava, M., & Venugopal Reddy, V. (2002). Is information and communication technology reshaping the learner support?
Association of Indian Universities University News, 40(4), 43-54. Tandon, N. (1998). Barriers to information and communication technologies encountered by women. Asian Region, Report on Gender Barriers to ICT. New Delhi : Commonwealth Educational Media Centre for Asia. Retrieved April 3, 2003, from http://www.col.org/wdd/ Tang, T. K-W., & Fung, Y. Y-H. (2002). A comparison of two learning communities in the digital era – how contexts and functions affect online participation in distance learning courses for teachers. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Thilagavathy, N.S.S., & Namasivayam, N. (2002). Imperatives of research in marketoriented strategy for open and distance education of Madurai Kamaraj University, India : a case study. Proceedings of the 16th Annual Conference. Seoul, Korea : Asian Association of Open Universities. Towns, M.H. (1998). How do I get my students to work together? Getting cooperative learning started. Journal of Chemical Education, 75, 67-69. Tsuji, M., Kubo, D., Taoka, F., & Teshima, M. (2002). The role and issues of international tele-education : Lessons learned from the Japanese experience. Proceedings of the XV Annual Conference (p. 96). New Delhi : Asian Association of Open Universities. Vaziri, A. (2002). Education in the era of information and communication technologies. Proceedings of the 16th Annual Conference (p. 102). Seoul, Korea : Asian Association of Open Universities. Vyas, R.V., R.C. Sharma, & A. Kumar (2003). Delivery tools of distance learning in psychology through internet : An overview. In N.K. Chandel, R. Jit, S. Mal, & A. Sharma (Eds.), Psychological implications of information technology (pp. 124-140). New Delhi : Deep & Deep Publications. Zimmer, B. (1995). The empathy templates : A way to support collaborative learning. In F. Lockwood (Ed.), Open and distance learning today (pp. 139-150). London : Routledge.