Evaluating the quality of learning in computer supported co-operative learning

Abstract

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Cooperative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: A student questionnaire and a content-analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This article provides an overview of this work. © 1997 John Wiley & Sons, Inc.

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