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Wednesday, May 03, 2006
Online Collaborative Learning Enhancement Through the Delphi Method - Murray Turoff, et al, TOJDE
The National Center for Education Statistics (2003) estimates that there are currently over 2 million students in the US alone taking online courses, and there are millions more in other countries. A growing unknown number of students are now using CMC systems to augment regular face to face courses by extended discussion outside of the classroom (Hiltz and Goldman, 2004). Discourse, a form of collaborative learning (Vygotsky 1980), is central to learning in this environment. The threaded discussion is the prevailing mode of organizing collaborative discourse, but it tends to become disorganized and confusing when large groups of students work on a complex issue over a period of weeks. More robust methods of scaffolding such collaborative discourse are necessary. This paper describes the use of a variation of the Delphi method to scaffold complex discussions in Asynchronous Learning Networks (ALNs, see http://www.alnresearch.org). The objectives of the cases reported here are idea generation and evaluation. The most prominent source for recent work in this area is idea generation in Group Decision Support Systems (GDSS).
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