Problem Solving in the Virtual Classroom: A Study of Student Perceptions Related to Collaborative Learning Techniques

Collaborative learning is receiving increased attention within educational environments. With increasing use of technology to support collaborative techniques it is critical that existing research in this area is expanded. This study was initiated to examine and explore the perceptions of students relative to experiences within two types of problem solving teams--one with a technology supported collaborative environment and the other without such support. Rankings related to prior attitudes about collaborative work-related issues and post-perceptions related to quality of discussions, satisfaction with the group process, and satisfaction with outcome were collected using a survey instrument containing Likert-scale statements. The data was analyzed using correlations between prior attitudes and the post-perceptions. Results indicate that significant differences exist that relate to the process by which problems are solved. The evidence reveals that the difference in treatments is the overriding reason for the perceptions reported. Contains 20 references. (Author/AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Problem Solving in the Virtual Classroom: A Study of Student Perceptions Related to Collaborative Learning Techniques U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) CI This document has been reproduced as received from the person or organization originating it. Cl Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Gayle J. Yaverbaum School of Business Administration Penn State Harrisburg USA gjyl@psu.edu Rosalie J. Ocker School of Business Administration Penn State Harrisburg USA rxo4@psu.edu "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY G.H. Marks TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " Abract: Collaborative learning is receiving increasing attention within educational environments. With increasing use of technology to support collaborative techniques it is critical that existing research in this area is expanded. This study was initiated to examine and explore the perceptions of students relative to experiences within two types of problem solving teams one with a technology supported collaborative environment and the other without such support. Rankings related to prior attitudes about collaborative work-related issues and post-perceptions related to quality of discussions, satisfaction with the group process, and satisfaction with outcome were collected using a survey instrument containing Likert-scale statements. The data was analyzed using correlations between prior attitudes and the aroremented post-perceptions. Introduction A major shift in learning, the locus of which is increasing attention on constructivism, is being integrated into traditional and distance learning environments. The constructivist paradigm has been described as focusing on learner-centered instruction (Leidner and Jarvenpaa, 1995), discovering conceptual relationships, exploring multiple representations and perspectives, and/or immersing the learner in the real-world context in which learning is relevant (Jonassen 1993). Collaborative learning, a technique that supports the principles of constructivism, involves small groups of students working together to solve assignments. This concept is described by Whipple (1987) as including 1) an active role by both teachers and learners, 2) the culture of the learning environment, and 3) the view that knowledge is not transferred from expert to learner, but rather created and located in the learning community. The value of teamwork in learning is well supported by Alavi (1994) who explains that this kind of learning extends cognitive activity and team members are able to monitor individual thinking, opinions, and beliefs providing feedback that results in clarification and change. Alavi believes that cooperation and teamwork foster social support and encouragement and therefore support learning by problem solving, a means to extend, test, and refine mental models until they are both effective and reliable. Although same-time, same-place, synchronous learning techniques have been the norm for collaborative experiences for many years; the integration of technology within the academic community has expanded the possibilities of collaboration to include students who are not physically in the same location. Thus, any-time, any-place, asynchronous learning has created new opportunities for students and is a technique associated with distance education. Distance education is described by Verduin and Clark (1991) as a formal approach to learning in which most instruction occurs while educator and learner are a distance from each other. Included among the numerous reasons for providing distance opportunities are: 1) people who need to learn together are scattered over broad areas, 2) people who need to learn are restricted in the times they can devote to learning, 3) face-to-face experiences are simply becoming too costly, and 2 EST coFir AVAIIATHE 4) face-to-face experiences do not cater to diversity. Computer-supported collaborative work is the term applied to how people work together online despite being separated by space and in time (Hiltz and Wellman, 1997). Morrison (1994) relates computer conferencing to collaborative techniques and distance options and describes computer conferencing as an asynchronous method in which students can keyboard comments outside of class and at their own convenience. He emphasizes that conferencing facilitates the debating of issues, clarifying of concepts, and the asking of questions as part of a collaborative community. Hiltz and Wellman underscore the idea that computers support social networks formed by linking people as well as machines. Conferencing technologies are said to facilitate the extension of concepts beyond the typical classroom, offering unique opportunities for students to be part of a community of practice (Bonk, Appleman, and Hay, 1996). Morrison (1994) views computer conferencing as a means of providing a forum for students who may ordinarily refrain from discussion and he sees the technology as supporting spontaneous problem-solving which results in a new dimension to applying prior learning. Other benefits reviewed by Berge and Collins (1993) include professional growth, convenience, independence of time and distance, and the removal of participation barrier. There is evidence that electronic classrooms may induce student interaction (Bump, 1990; Slatin, 1990). Hiltz (1989) would agree and notes that the virtual classroom creates more communication among a learning group as opposed to the more typical teacher and student communication found in many classrooms. While these benefits are a draw, Berge and Collins also review limitations such as learning curves, lack of social cues, access requirements, and hardware constraints. The lack of non-verbal cues might diminish "social presence" (Short, Williams, and Christie, 1976) and communication content may cause a sense of depersonalization (Hiltz, 1989). Against this backdrop, educators must consider consequences from extending collaborative experiences via technology. We describe a setting in which collaborative is integrated and analyze student perceptions in two distinct situations: 1) same time/same place (synchronous) conventional classroom context, and 2) a computer conferencing virtual classroom whereby students participate any time/any place (asynchronous). The purpose of this study is to identify predominant issues that emerge as we extend collaborative opportunities across distances.