An exploration of collaboration in an educational environment using computer-mediated communication

grantor: University of TorontoThis study was intended to contribute to knowledge in the area of collaborative learning in the context of computer-mediated communication (CMC). In the present study, collaborative learning was explored in terms of students' interaction in their learning process. The primary purpose of this study was to examine relationships between language functions associated with the messages generated in the context of CMC and participants' interaction. Language function was defined as "ways we can use language to achieve a communicative purpose" (Olsen, 1992). The secondary purpose was to learn the extent that participants interact in the context of CMC. The third purpose was to explore the use of language functions in relation to teacher-student interactions. The subjects for this study were selected from students who participated in the "Knowledge Forum Knowledge Building Community Project" in 1999. It was a fifth- and sixth-grade classroom in an inner city elementary school in Toronto, Ontario. A measure of interaction was developed in this study. Along with other three indexes, this measure was applied for the analysis of the data--the entire corpus of electronic messages from the student mathematics and science course from September 1998 to April 1999. Results of this study indicated that participants (including teachers, students, researchers and scientists) were actively participating in collaborative learning in the context of CMC. Out of five language functions examined, three language functions used by participants in the context of CMC showed no relationship with participants' interaction. However, participants' use of 'giving explanation' and 'expressing disbelief' was positively associated with their interaction. One interesting finding of teacher-student interaction was that with teacher and helping adult involvement, participants were more likely than students alone to make suggestions. When scrutinizing the pattern of the use of language functions in first messages, it appeared that students' strategy was to ask a lot of information, while with teachers and helping adults engagement, participants used 'presenting opinion' most frequently. Educational implication of this study was discussed. In addition, recommendations for future research about collaborative learning in the context of CMC were made.Ph.D