Using collaborative learning tools in a mult-institutional approach for teaching professional issues

Collaborated learning management tools (CLMT) were used as part of the teaching and assessment process with a cohort of computer science students from three universities in Ireland, England and the USA in the area of professional issues (the legal, ethical and social aspects of computing). Students in the cohort used asynchronous communication tools to work in virtual groups to solve a moral/legal dilemma case study. They were originally assessed on a written report based on the content of their postings to a discussion board. Subsequently a framework for the assessment of critical thinking developed by Anderson et al (2001) was used to analyse the discussion threads produced by the same learners. This paper describes the naauter of this study, discusses the use of computer-mediated communication (CMC) in the teaching and assessment of professional issues and reflects on the possible links between the use of CLMT in a collaborative learning situation and the development of higher order critical thinking skills in tertiary level students.