Why online forums fail to facilitate learning process

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With increasing globalization and multiculturalism, there is more and more focus towards discussing problems in an open ended setting and using computer supported collaborative learning (CSCL) to bring out different perspectives in discussing a problem (1). The main focus of CSCL is collaborative learning; to work with others that possibly have different backgrounds and can offer different perspectives in order to solve a problem or even produce a product. The computer, or more precisely, the internet, is simply there to support the collaborative learning process.

CSCL can be used in wide variety of situations. There can be multiple compatible perspectives where people from different backgrounds come together to work on a problem. There can be multiple conflicting perspectives where people from separate fields work together to solve a problem. And the most common one, people with partially conflicting perspectives come together to discuss a problem.

In education, having different perspectives is seen as a stimulus for discussion and creation of knowledge, and to argue with others is seen as part of this healthy process. But in reality, maintaining a balance between having a common ground and arguing about anything and everything is difficult to achieve.

A few things are needed in order to create and maintain a common ground. In order for collaborative learning process to take place, the social conditions of shared understanding, trust, and accountability have to be met (2). Establishing these social preconditions is a continuous process that is easier said than done.

If people are in a situation where there are going to offer their underdeveloped ideas to others, critique others, and interpret criticisms from others as valuable points and not as personal attacks, certain conditions must be met (3). These has to be a sense of trust among individuals, a sense of belonging, and feeling of being close to others before engaging in a collaborative process. There needs to be a sense of community, where people feel that their views will be treated sympathetically by others (4). Without any sense of community, people will feel that they are on their own, act defensively, and unwilling to take risks that are usually involved in learning.

The fact of the matter is that the social and psychological dimension of being in a collaborative learning environment usually gets ignored. This is because the social and emotional aspects of being in a group are not related to the task or problem at hand in a strict sense. But if members of a group don’t really know each other and the group overall has zero history, then these social and emotional group dynamics can play a major role in how the learning process goes.

Unfortunately, current computer supported collaborative learning (CSCL) environments don’t provide good enough opportunities for people to develop a sense of friendship and camaraderie in order for internet discussions to yield good results (5). A simple formula can be used to express elements involved in an online learning environment (6):

Valued learning experience = F (pedagogy, content, community)

As any of these three variables approach zero, the overall function also approaches the same value. There needs to be good instructions present, relevant content for discussion, and a vibrant community. If any of these variables are not present, then the overall learning experience will either be low or not there at all.

References:

1. Kirschner, P. A., & Bruggen, J.V. (2004). Learning and understanding in virtual teams. CyberPsychology & Behavior, 7, 135-139.

2. Van Bruggen, J.M., Boshuizen, H.P.A., & Kirschner, P.A., (2003). A cognitive framework for cooperative problem solving with argument visualization. In Kirschner, P.A., Buckingham Shum, S.j., & Carr, C.S., (eds.), Visualizing argumentation: Software tools for collaborative and educational sense-making. London: Springer, pp. 25-47.

3. Rourke, L. (2001). Operationalizing social interaction in computer conferencing 2000 (On-line). Available: www.ulaval.ca/aced2000cade/english/proceedings.html.

4. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2, 34-49.

5. Clark, J. (2000). Collaboration tools in online learning. ALN Magazine (On-line). Available: www.aln.org/alnweb/magazine/Vol4_issue1/Clark.htm.

6. Gilroy, K. (2001). Collaborative E-learning: The right approach. ArsDigita Systems Journal (On-line). Available: www.arsdigita.com/asj/elearning/.