A Development Research Agenda for Online Collaborative learning.

A Development Research Agenda for Online Collaborative learning.

The goal of this article was to propose guidelines for an online collaborative learning research. These guidelines were divided to three steps:
- Critique the state-of-the-art of educational research.
- Describe an application of “development research” to teacher education.
- Encourage new thinking about how we use technology in the educational research.
In the beginning, they discussed the reality of online collaborative learning and the problems that faced this discipline.
However, Most educational research has little impact on practitioners and yields few discernable benefits. This is lead to some problems in the development research and using computer mediated communication and e-learning channels in the education field. According to this article, I can summarize these problems in four points:
- Educational researchers tend to promote thinking of online course design as a process of replicate traditional classroom. .
- Failure to get prompt feedback from instructors, and persistent technical problems.
- The short time for the faculty members to create completely different designs for online course.
- Qualitative research yields little that can be generalized beyond the classrooms in which it is conducted.
Moreover, they stated (the reseachers) that educational technology researchers are not doing much better than other educational researchers. For this group, the major conclusion was: “Clearly, the benefits gained from the use of media technology in learning scenarios appear to be very limited and not in keeping with the generally euphoric reaction to this technology in the professional arena.”
The need for new research:
There are new strategies for conducting “development research” that can improve our research so that it can become a socially responsible enterprise. Moreover, many researchers fail to distinguish between research goals and methods.
Education Technology Research goals are:
- Focus on explaining phenomena through logical analysis and synthesis of principles and results from other studies.
- Focus on determining how education works by testing hypotheses related to theories of learning, teaching, performance, etc.
- Focus on determining how education works by describing and interpreting phenomena related to learning, teaching, performance, etc.
- Focus on dual objectives of developing creative approaches to solving problems and constructing reusable design principles.
Development Research Strategies:
- Define a pedagogical outcome and create learning environments that address it.
- Emphasize content and pedagogy rather than technology.
- Give special attention to supporting human interactions.
- Modify learning environments until outcome is reached.


In conclusion, educational technologists should pursue development research that integrates the desire to solve problems with the search for knowledge.
It is not a lack of sufficient research guiding implementation of learning setting, but that instructional designers and instructors often fail to apply the results of existing research to the design of today’s online collaborative learning environments. Moreover, many instructors need educational technology researchers to work with them side-by-side to address the challenge of developing powerful collaborative online learning environments.

The internet for empowerment of minority and marginalized users

In this article Mehra and his colleagues investigate the relationship between internet and computer and the use of minority and marginalized people for this technology in everyday life and how this technology could impact in their life. According to Mehra and his colleagues, this article is an attempt “to articulate some valuable lessons for understanding internet use among marginalized members of society” (783).
First study: Low-income families and Internet:
This study adopted an ethnographic perspective in studying people’s computer and internet literacy practices. The data collections efforts were designed to understand better how the participants used or did not use the technology, the problems that were encountered during use and the methods employed to overcome technical problems.
The participants of this study talked about the role of the technology in terms of trying to establish stronger family connections. Perhaps the most important finding of this study is that the adoption of computer technology and internet cannot be looked at in terms of simple categories of use or not-use. Mehra stated that “It is more accurate to say that people adopt technology in their lives, including those associated with family structures, social networks and their understanding of what the technology can do for them” (786).
How sexual minorities use the internet for social change:
In the second study, Mehra examined how people on the margins of society use internet in their everyday lives to accomplish changes that are meaningful to them. The study was content analysis of use of electronic mailing list by the Lesbian, Gay, Bisexual and Transgender (LGBT).
LGBT group used the online mailing list as an educational tool. As a result of online interactions via mailing list, LGBT individuals were able to network with students, local churches, the office of LGBT Concerns, local businesses and other campus units.
The findings from this study show how LGBT members used the computer technology (mailing list) in the domain of cultural empowerment.
How can internet research empower African-American women?
This study depends on the Afya project which relies on scenario building as means of representing and reflecting on social practices associated with community heath and the use of internet and information technology.
In the Afya project, a PAR method to internet studies has helped to conceptualize the role of the SisterNet women as community action researchers, where they are taking on leadership roles in data collection and analysis. The involvement of SisteNet women in the creation of culturally relevant heath information on the internet is building local capacity, interest and technological skills. Shifts in internet management and creation of its content are leading to the social empowerment of Black women via the transference of power into their own hands.

In other study, Valatis (2005) found in her study about “the internet and youth” that communicating via the Internet raised youth’s perception of their social status. Many youth felt that they were more professional and were perceived as having “smartness”. Young people preferred communicating with adults online “because then people think you’re smarter.” She later commented that writing to the principal online promoted being heard: “It was more professional.” A facilitator concurred that youth’s image was positively influenced through the use of technology: “I think they would have been seen differently by the community because they were using the technology.... [They] were seen as a bit smarter, brighter.” Youth and adults felt that youth’s credibility was also enhanced. Moreover, many youth felt that writing to adults via the Internet significantly lessened their anxiety compared to face-to-face or phone discussions.
In conclusion:
I believe this study is important because it discusses the use of computers and the Internet can aid communities by supporting communication and access to information, thereby building social capital and community capacity. Using computers can assist the community planning process, community participation, and information sharing. Computer-mediated communication can build community awareness, encourage local decision making and dialogue between groups, and support disadvantaged communities. Status barriers can be reduced, and online communication with disenfranchised groups, such as women, people of color, low-income families and those with disabilities, can be promoted.

By: Abdul