Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

An alternative theoretical framework for analyzing and designing computersupported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning. 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033-1240, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITB9551 IDEA GROUP PUBLISHING This chapter appears in the book, Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts. Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Reflection and Intellectual Amplification in Online Communities 243 Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. INTRODUCTION Flexible computer-supported learning is rapidly emerging as the educational method of choice in modern society. Although most applications of computersupported learning are primarily interactions of the learner with software, the envisioned educational expectation within distributed computer-supported collaborative learning (CSCL) is design and delivery of flexible learning environments with deeper collaborative and interactive learning qualities (Kaye, 1994). This expectation has so far not been realized (Collis, 1996; Fjuk, 1998; Sorensen, 1997b, 1998; Collins, Mulholland, & Watt, 2001), primarily because achieving peer interaction remains a complex challenge. Several studies based on practical applications identify shortcomings in the technology as the main reason for the lack of collaborative learning. They conclude that learning situations unfolding face to face are more conducive to good quality learning than online CSCL situations. In contrast, within CSCL research, the problem of achieving online peer interaction is identified as a shortcoming of not being able to integrate pedagogy, organization and technology (Bates, 1995; Fjuk & Sorensen, 1997) in appropriate ways. CSCL researchers do not interpret online CSCL as lower level quality learning compared to faceto-face learning; instead there is a growing awareness that a more generalized understanding of human interaction and communication is the key to unlocking the interactive learning potential of CSCL (Dillenbourg, Baker, Blaye, O Sorensen, 1996, 1997b). However, these principles are only vaguely defined in the continuum between theory and practice and are not focused enough to analyze learning qualities in the virtual environment. We need more stringent analytical approaches that relate communicative potential and qualities of the virtual communicative context to qualities of the learning process. Such insights are expected to inspire new, alternative instructional designs and didactic methods (Koschmann, 1996; Pea, 1994). This chapter presents an alternative theoretical framework for analyzing and designing CSCL environments, and argues that online collaborative learning environments are conducive to intellectual amplification. It addresses the learning potential of distributed CSCL and the need for and role of metainstruction. I will assert that the inability to stimulate online interaction may be traced to a lack of understanding among designers and instructors of the characteristics of dialogue in virtual environments. On this basis, I will attempt to explain how specific dialogical conditions and qualities of virtual environments may enhance interaction and intellectual amplification in asynchronous distributed CSCL. Based on the theoretical perspective of Gregory Bateson (1973) and basic “ontological” principles of online learning environments, I suggest potential 18 more pages are available in the full version of this document, which may be purchased using the "Add to Cart" button on the publisher's webpage: www.igi-global.com/chapter/reflection-intellectualamplification-online-communities/27725