Elements of Distance Education Diffusion: Collaborative Interaction

Elements of Distance Education Diffusion: Collaborative Interaction

The growing acceptance of distance education in the triple ringlet of academia, corporate, and government, includes global diversity, communication, and collaborative interaction that are creating effective learning experiences and giving distance education an identity of its own distinct from F2F courses as George Siemens discussed (Laureate Education, 2013). However, a fourth element such as the computer-supported collaborative learning (CSCL) is necessary in the 21st century education (Hofer & Grandgenett, 2012). Among these contributing elements, the researcher will expound on collaborative interaction

Collaborative interactions encompass collaboration activities between human and nonhuman (Spector, 2011). It includes student–student, student-instructor, student-content, and student-technology interaction that promote collaborative learning for effective students’ achievement outcomes (Anderson, 2013). The advanced computer technology has provided means for computer supported collaborative learning to involve learners in real-time interactions, giving valuable flexibility in the use of time and space (Spector, 2008). New generation of web applications such as Web 2.0 technologies (Blogosphere, Wikis, Podcasting, Google Docs, Google Hangout, and Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008; Simonson, Smaldino, Albright, & Zvacek, 2009) have emerged to increase collaboration between participants in the distance education environment. The CSCL involves distance learners in active discussion forum, group project and interactions via Wikis and blogs providing valuable flexibility in the use of time and space (Hofer & Grandgenett, 2012). The technology plays a significant role in shaping the nature of DE learners, establishing their presence, their interactions with each other, and supporting their collaborative projects.


Bilger (2012) (http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html) considered the evolution of collaborative interaction from working in small groups within the traditional face-to-face classroom to synchronous and asynchronous interactions in distance learning through innovations. In terms of participant-technology interaction, Radovanovic (2011) (http://blogs.scientificamerican.com/guest-blog/2011/12/14/digital-divide-and-social-media-connectivity-doesnt-end-the-digital-divide-skills-do/) believed the digital communication technology has fostered the participation and networking in each segment of individuals’ connected lives in the scientific, academic, governmental and commercial communities. Therefore, collaborative interaction requires the communication skills to reduce literacy gap.

References
Anderson, T. (2008). The theory and practice of online learning. (2nd ed.). Edmonton: AU Press
Bilger, L. (2012). Distance education: Collaborative interaction. Retrieved from http://lukebilger.blogspot.com/2011/12/distance-education-collaborative.html
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of research on Technology in Education, 45(1), 83-106
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63-67
Radovanovic, D. (2011). Digital divide and social media: Connectivity doesn’t end the digital divide, skills do. Retrieved from http://blogs.scientificamerican.com/guest-blog/2011/12/14/digital-divide-and-social-media-connectivity-doesnt-end-the-digital-divide-skills-do/
Spector, J. M., Merrill, M. D., Merrienboer J. V., & Driscoll, M. P. (Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Lawrence Erlbaum Associates.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson