Visualization of Social and Cognitive Presences for Collaborative Learning Facilitation
Tuesday, March 19 3:00-3:20 PM
This study aims to evaluate how the visualization of English as a foreign language (EFL) for collaborative learning can help teachers’ online facilitation through focusing on social presence and cognitive presence in the community of inquiry framework (CoI). The facilitator support system for computer-supported collaborative learning (CSCL), named GLoCL (Goda, Yamada, Ishige, Handa, 2017), was utilized in this study. One one-hour synchronous online collaborative learning session was implemented with two teachers at a public university in Japan. One of the instructors managed the time and provided technical support to the students in the classroom, and the instructor, who was outside the class, played the role of online facilitator without communicating with the students. Seventy-six undergraduate EFL students participated and were assigned to a group of four to five members. A questionnaire on the online facilitator’s comments was offered to the students after the collaborative learning. The online teacher was interviewed about the visualization of collaborative learning after the experiment. The results show that the students appeal the positive reactions on the facilitation comments and that the visualization was helpful to identify groups that may need help and those that progressed and showed smooth collaboration.