Using CMC to Enhance Students' Collaborative Learning

This dissertation, "Using CMC to Enhance Students' Collaborative Learning" by Wing-fai, Tommy, Kwok, 郭榮輝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This dissertation investigates the process of collaborative learning, which occurs when secondary three students use a computer-mediated communication (CMC) environment as a means of communication and learning tools for the subject of Design and Technology (D&T). The medium is used in a situation of exchanging and sharing ideas, discussion and mutual learning. The theoretical framework of this study arises from the constructivist perspective that learning is an organic metacognitive process and learners construct meaning in a scaffolding of perspectives (Fosnot, 1998; Johnson & Johnson, 1996; Jonassen, Mayes & MsAleese, 1993). Collaboration provides students with a means to access multiple perspectives to a concept or an idea. In learning Design and Technology, students need to learn how to analyse and solve problems. This study investigates the possibility that the use of CMC could iv provide students with a means of developing their collaborative learning skills in specific contexts of D&T in a Hong Kong secondary. The emphasis is on the significance of how interaction and discussion in such a learning environment can enhance collaborative learning. The pattern of using CMC environment and issues of use of CMC that arise during the study were also described and discussed. The study identifies different factors that can affect students' participation in CMC discussion. It also highlights the pedagogical possibilities faced by the teacher in CMC learning environment, in terms of the student engagement in the learning process, as well as consequential changes made in the instructional strategies. Furthermore, this study addresses an assortment of issues that may outweigh some of the advantages of CMC learning environment for collaboration and group learning. DOI: 10.5353/th_b2960473 Subjects: Design - Computer-assisted instruction - China - Hong Kong Technology - Computer-assisted instruction - China - Hong Kong Group work in education - China - Hong Kong