Reflective Summary 2

Reflective Summary 2
Question 1

Computer supported collaborative learning is an effective method of instruction that allows students to participate and interact with their peers via the internet learning community. The purpose of these types of learning environments is to promote the learning focus on the student. This type of learning will help those students to build upon the knowledge they have already obtained and allow them to stimulate ideas within their peers. Learning also involves a social interaction and this, too, will is achieved when students collaborate with their peers in the online environment. Adult learners have shown they learn better with the use of self directed learning (Bonk & Zhang, 2006).

With any learning technology, it is important that the learning tool be a useful, easily implemented for optimum success (Renninger and Schumar, 2002). A study was performed with tenth grade Biology students whereby they wore computers called Thinking Tags. When the students interacted with each other, the Thinking Tags interfaced. The student’s “tag” would record those it had met (other students) and whether that person was a virus carrier and sick or whether that person was healthy. It was not known to the student what caused the virus, how the virus was transmitted or when a person became infectious. The students were to discuss with each other reasoning of what contributed to the outbreak of the virus and who were the carriers of the virus. The instructor’s role was minimal. He would observe and serve and a guide through the game. The goal was to show the students how a virus could destroy an entire community and how easily a virus could spread. The theory behind this study was based on Dewey’s principles of interaction and continuity. The students interacted with each other and developed hypothesis and ideas while the virus continued to spread. Technology enables the teacher to allow the students to formulate ideas and responses according to their learning styles.

Question 2

The PBwiki site I have set up for my students has been a great tool for discussion and learning. This site allows me to post case studies online that are congruent with the content being covered in the class room theory for the students to review and synthesize. Students are then asked to review the comments made by their peers and post their responses. The site allows for me to create a page for the students to view and comment. One of the features I like about how the site is how it shows the posting of comments. It allows them to view the comments made by prior posters and follow them sequentially. By having the ability to visualize what others have posted, it enables the students to follow the conversation each time they open that page. This helps to scaffold their learning as they gain insight from their peers. One of the functional capabilities of the site is to allow the administrator of the site to assign privileges to the members. One can be a writer, editor, reader or can have full site authority, based on the assigned roles. The site also has templates for designing pages for those who may need some extra assistance in setting up their account.

Using this forum for an instructional site allows the student to have interaction with their peers but also gives opportunity for the students to further their learning in their own leisure. The technology allows the student to post their discussion on a secure site. One of the nice things I have found about the online learning communities is the freedom students have to express themselves. Many times in the traditional classroom setting, it appears those who have a more reserved, shy personality are hesitant to speak up in class and those who have a more outgoing personality tend to be the ones who have the most input. In the online forum, discussion is required of all students so this is no longer an obstacle.

The instructor’s role in the online community is one of a facilitator. The instructor is responsible for presenting the material and then guiding the discussion as it progresses. The instructor is also available to serve as a mediator, should the need arise.

Since I have already implemented parts of this idea, the response has been positive. I developed case studies for my students to complete in lieu of completing a written assignment for their final week of obstetrics clinical. Not only did they complete the assignment, the response with which they completed them was overwhelming. I did a follow up post asking how they felt about the assignment and if they felt it was useful (requesting both positive and negative comments) and all responses I received were positive with them stating they felt it helped them retain the information better and assisted with their studying for the exam.


Koschman, T., Hall, R., & Miyake, N. (2002). CSCL 2, carrying forward the conversation.
Mahwah, New Jersey. Lawrence Erlbaum Associates.

Renninger, K. A., & Shumar, W. (Eds.). (2002). Building Virtual Communities. Cambridge University Press.