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RSS Khy96

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1 point

Team 3 Rebuttal Statement

While we acknowledge our opposing team had some valid statements, we still feel that overall CSCL is an essential building block for knowledge construction. Throughout our research, it is stated over and over again how CSCL is beginning to transform ordinary direct instruction, and create more meaningful experiences for students to engage in. To discuss some of our opponent’s points furthermore:

Whether the lesson is developed for question and answers, the art of CSCL allows the social skills to automatically come into play. There is no need to develop anything but questions on the subject matter because the social interaction is natural to participate. With CSCL, we are taking away the need for a separate lesson and instead using our time in the classroom more efficiently and effectively.

In some cases, although individual learning makes students finish their homework quickly, others may not finish in class and plan to finish at home. Additionally, individual learning requires students to manage their time, which some students may not handle well. Teachers should spend time teaching study skills if necessary and should always provide a structure with individual learning. In group learning, on another hand, teachers explain expectations and assign different roles for each group member. Because students are monitored by their teachers, they work faster than they do individually. Overall, we should not consider individual learning superior to group learning.

Although competitiveness breeds academic excellence, competitive individuals will have a more negative perception of their opponent’s personality if they lose compared to if they win. It expands the negative emotion among students and as a result, they cannot work with each other.

Lastly, the talk of real world application must be addressed. With CSCL, students are able to communicate and manage their learning with others. This is preparing them for their later work in society in the work force. If we expect students to not use one another as a resource and learn individually, we are taking away their ability to problem solve without giving up. We are also taking away their ability to research and connect with others over similar topics. It is so important to give these skills as young individuals so that later in life, individuals and not isolated and confused trying to solve problems alone rather than asking for help.

Overall, we encourage you to think about this. Is CSCL perfect? No. Does more research need to take place? Yes. But, it would be foolish to deny that CSCL has a positive outcome so far, and should be pursued in the future with hopes of bringing about new and interactive social learning standards for the future.

1 point

I disagree that face to face interaction is a prominent option in knowledge building, in Collaborative knowledge building focus is on understanding learning process where personal understanding can not be built internally without social interaction. People need to participate in a social process and create new knowledge collaboratively, although face to face interaction cannot occur in online environments as physical classroom, other features are more likely to occur In online environment, that can compensate face to face interaction, for example in classes with large number of students, teacher can be in touch with all students in the same degree in online courses, moreover, all of them have equal access to course material.

1 point

I am somehow disagreeing with this statement that one’s academic success or failure should not be dependent on the rest of the group because when people are working in the group they are unintentionally affected by another persons performance. Moreover, the reason for participating in the group is working with each other for reaching one goal. So, if group performance has decreased due to issues like social loafing it should be solved within team, and all team members should try to work prominently with each other to prevent such issues, one recommendation can be creating group with small number of participants so in this way all the member are aware of the activity of the rest of the team members, so In this way all team member are forced to do their duties and responsibilities.

1 point

More research will always be necessary, for any topic. As we travel through generations, technology is becoming more and more prevalent in our everyday lives. We must look to use technology in a way that is beneficial, and a way that is conducive to all our future needs. Time is moving faster and fast, most spent online, so it makes sense that our education moves this way as well. The disservice would be to halt CSCL in hopes for something better, when something better has not come along yet. Being traditional and face to face is a thing of the past; we can choose to change and move forward, or stay stagnant and fall behind.

1 point

While it is never okay to force a student with these mental issues/thoughts to work with a group, you can't let fear keep you from playing the game. If we never ask individuals to work with one another, their role in society is directly diminished. We nee to encourage these collaborations and conversations at a young age to build successful citiizens in the workplace. The workforce relies on people interacting with one another, and no matter the mental state, individuals will have to learn to work together. Why not set them up for success by starting with CSCL in classrooms?

1 point

It is true that some learn better in a face to face environment. But not all. As Stahl also mentions, "Collaborative knowledge building is structured by the intertwining of group and personal perspectives. One should neither ignore nor fixate upon the role of individual minds, but see them in interaction with group understandings." (Stahl 2002). With this definition, Stahl mentions an important idea of being in a group. Some individuals will not feel as natural, free, or comfortable to speak in face to face settings, whereas CSCL gives people the platform to perform in a way that works best for them.

1 point

It is true that one cannot collaborate with members who do not pull their weight. However, one might also say this is a failure for the setup of the project. "Positive interdependence states that team members should be linked to each other in such a way that each member cannot succeed unless the others succeed and/or that each member's work benefits the others." (Kreijins, Kirschner, Jochems 2003). Rather than say this interdependence creates a sense of laziness, this instead creates feelings of belonging and accomplishment knowing the task of the group is completed with the help of every perspective.

1 point

One of the consequence of cooperative learning is knowledge building which is according to Stahl (2002) in comparison to learning a “tangible” result of cooperation among students, it is also mediated through “discourse” and “artifact”, discourse is a traditional medium of knowledge building, I agree and firmly believe that discourse can be utilized as an motivative method encourage progressive communication between students and students teachers, In my opinion the type of discourse and emotive participation of teachers can result in building collaborative knowledge.

Knowledge building is also mediated by artifacts, which can play pivotal role in CSCL, I believe that artifacts are constructive in cooperative learning because the results of using artifacts can be used in evaluating how learning has taken place and to judge its success, for instance: technological artifacts like web apps can provide communication media that support collaboration, or the group efforts may be resulted in constructing of an artifact like: work of art, design, or a report.

Stahl, G. (2002). Contributions to a theoretical framework for CSCL. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 62–71). International Society of the Learning Sciences.

1 point

The way students interact with each other is an important subject in CSCL, that should get attention alongside devoting time to helping teachers to create appropriate interaction between students and materials, in the article titled” an overview of cooperative learning” authors have spoken about how students should interact with each other to get benefits from cooperative learning, I agree and firmly believe that within cooperative learning students learning is affected through various ways as stated by Johnson at al (1994), like positive interdependence, individual accountability and interpersonal and small group skills, in all of them how students interact with each other socially has been intensified, because students learning in cooperative learning is affected by another group member directly or indirectly, so, the ability of students in grouping affect the outcomes of cooperative learning, and is considered as promotive for constructing positive relationships. for instance, students with disabilities in groups according to inclusion are liked, accepted and chosen as friends, which results in “creativity”, “self-esteem”, “understand interdependence” (Johnson et al, 1994). however, in my opinion the subject of the material is also an important item in cooperative learning that should be considered.

Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa, & A. Nevin (Eds.), Creativity and collaborative learning.

1 point

The way students interact with each other is an important subject in CSCL, that should get attention alongside devoting time to helping teachers to create appropriate interaction between students and materials, in the article titled” an overview of cooperative learning” authors have spoken about how students should interact with each other to get benefits from cooperative learning, I agree and firmly believe that within cooperative learning students learning is affected through various ways as stated by Johnson at al (1994), like positive interdependence, individual accountability and interpersonal and small group skills, in all of them how students interact with each other socially has been intensified, because students learning in cooperative learning is affected by another group member directly or indirectly, so, the ability of students in grouping affect the outcomes of cooperative learning, and is considered as promotive for constructing positive relationships. for instance, students with disabilities in groups according to inclusion are liked, accepted and chosen as friends, which results in “creativity”, “self-esteem”, “understand interdependence” (Johnson et al, 1994). however, in my opinion the subject of the material is also an important item in cooperative learning that should be considered.

Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa, & A. Nevin (Eds.), Creativity and collaborative learning.

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About Me


"Team 3"

Biographical Information
Name: Kelsey Haberberger
Gender: Female
Marital Status: Single
Political Party: Other
Country: United States

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