summary+of+readings

I have highlighted main ponts like critical thinking, motivation, social process technology enchances social collaborative process     situations are designed to work together collaborately and find a solution to a problem   According to (Bruckman, 2002) __cited by (Tsai 2009).__ Learning is fundamentally a **social process**, and the Internet has an extraordinary potential to facilitate new kinds of learning relationships  **Reference ** Tsai, C. (2009). Do students need teacher’s initiation in online collaborative learning? //__Computers & Education 54__// __(2010) 1137–1144.__      **Reference ** **Text 2** __Hamalainen, R. & Hakkinen__ **Teacher instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning** <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> Lack of face to face meetings could leave with clinging difference in opinions and misunderstanding of the topic therefore more time is wasted elapsed that way. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;"> In countries like china, Taiwan and india Traditional practices are still widely used, therefore unless children are taught necessary collaborative skills, the students would not take great advantage of learning collaboratively. Students have gotten used to a ‘‘spoon-feeding” teaching method since they were children (Shen et al., 2008). Students who grew up in this learning context may need more assistance and guide from their teachers, particularly in online learning environments. Hence, it is difficult for students to effectively collaborate without building up essential knowledge and being helped to climb their learning curve in the initial stage of the implementation of online collaborative learning
 * Hi Hillary and Bron, I have summarized the pdfs i.e, the main points probably we could develop (SWOFT Pattern here ) **
 * Text1. Do students need teacher’s initiation in online collaborative learning? **
 * The results show that students who received online collaborative learning with initiation had **higher grades** than those without (Tsai, 2009). There is clear evidence that collaborative practices in learning is advantageous not only to students but also teachers by better grades
 * It contributes to deeper level learning, shared understanding, **critical thinking**, and long-term retention of the learned material (Garrison, Anderson, & Archer, 2001; Johnson & Johnson, 1999; Kreijns, Kirschner, & Jochems, 2003 __cited by Tsai 2009).__ Therefore, it is believed that collaborative learning could contribute to the development of students’ computing skills and competence. (Tsai 2009). Difference in opinions are discussed in many situatuins they may come to a common understanding of the problem. Even if they do not come to an understanding the collaborative project necissates to come to an agreement to present the facts as a n assignement.
 * This means that if educational institutions do not change and teach their students to work together – collaborate – they may well find their students marginalized as prospective employees (McInnerney & Roberts, 2002). __cited by Tsai 2009).__ The modern work
 * Groups of online learners can **motivate** and support one another’s learning experiences (Bruckman, 2002 __cited by Tsai 2009).__
 * Text 2 Teacher instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning **
 * At their best, technological applications offer tools to support collaboration within teams ( Koschmann, 1996 __cited by Hamalainen, R. & Hakkinen__) instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning Teaching and Teacher Education 26 (2010) 871e877
 * In a collaborative learning environment, teachers are expected to support, structure, and coach students, instead of transmitting knowledge to them (Volman, 2005 cited by Hamalainen, R. & Hakkinen).
 * At their best, CSCL environments can facilitate higher-level cognitive achievements such as explaining, reasoning, questioning, and elaboration (Hakkarainen, Lipponen, & Jarvela, 2002; Hakkinen, Arvaja, & Makitalo, 2004; Scardamalia & Bereiter, 1994).
 * Suggestions **
 * Teachers should be adequately trained for collaborative learning such as using wikis and blogs etc.
 * Faculty also were concerned with the grading criteria of teachers, designing assignments that would be meaningful, interactive, and reflective rather than simply reading and posting electronic documents.
 * Dynamic Interactive tasks should be set up by the teacher for maximum engagement and collaborative Limitations.
 * Weaknesses **

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