Evaluation of Instructor-Enhanced Computer Supported Collaborative Learning
This paper presents research findings of a study based on a guiding model for designing and evaluating computer supported collaborative learning; the model contains explicit and embedded strategies for and assessments of the development and productivity of learning teams dynamics. Team building mandatory activities, periodic monitoring, and peer evaluation and report are used to facilitate team work and improve the learning outcomes. Drawing from the seminal work on collaborative learning of Johnson, Johnson, & Smith (1991), we designed a student survey which addresses their collaborative experience, perceptions, and attitudes related to the essential elements that contribute to the social production of knowledge (Brandon & Hollinghead, 1999): positive interdependence, promotive interaction, individual accountability, group processing, and social skills. Preliminary results from pre and post student survey assessments are presented along with a summary of more in depth qualitative analysis of responses.