The social affordances of computer-supported collaborative learning environments

Many studies investigate the effects of Computer-Supported Collaborative Learning (CSCL) and also explore how learning processes and social interaction contribute to learning outcomes in online learning environments. This study provides an appropriate design of web-supported collaborative learning (CL) with teacher’s initiation and self-regulated learning (SRL), and demonstrates the effects of this design on improving students’ involvement and helping students attain course goals in a blended course. The authors conducted an experiment with an intervention of web-supported CL with initiation and SRL in a course titled ‘Applied Information Technology: Networking’ that included 112 sophomores from two classes at an academic university in Taiwan. The class of web-supported CL with initiation and SRL was the experimental group, and online CL without initiation or SRL served the control group. The results illustrate that web-supported CL with initiation and SRL could significantly improve students’ involvement in this course. In addition, interviewed students also expressed their positive appreciation for web-supported CL with initiation and SRL. The authors expect the innovative learning activities and teaching method in this study could provide insights for online teachers.

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Drawing on Design to Improve Evaluation of Computer Supported Collaborative Learning

Online Collaborative Learning ◽

10.4018/978-1-59140-174-2.ch013 ◽

2004 ◽

pp. 281-310

Author(s):

John B. Nash ◽

Christoph Richter ◽

Heidrun Allert

Keyword(s):

Social Context ◽

Collaborative Learning ◽

Human Computer Interaction ◽

Learning Environments ◽

Program Theory ◽

Computer Supported Collaborative Learning ◽

Theoretical Frameworks ◽

Design Learning ◽

Evaluative Thinking

This chapter addresses theoretical frameworks for the evaluation of computer-supported learning environments. It outlines the characteristics and obstacles this evaluation must face with regard to projects that design learning experiences, stressing the notion that human-computer interaction is imbedded in social context that is complex and dynamic. The authors examine how scenario-based design and program theory can contribute to the design and evaluation of computer-supported collaborative learning (CSCL) and present a case study in which both approaches are applied. Based on the revealed complementary frameworks, a compelling approach is drafted that combines both of them. Our goal is to make CSCL designers more aware of the benefits of evaluative thinking in their work and to introduce two tangible approaches to evaluation that, when implemented as a design step, can strengthen CSCL initiatives.

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Fostering Collaboration in CSCL

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch044 ◽

2009 ◽

pp. 335-340 ◽

Cited By ~ 3

Author(s):

Donatella Persico ◽

Francesca Pozzi ◽

Luigi Sarti

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Learning Communities ◽

Learning Community ◽

Learning Strategies ◽

Online Courses ◽

Computer Supported Collaborative Learning ◽

Online Learning Communities ◽

Face To Face ◽

The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

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Developing Shared Mental Models in Computer-Supported Collaborative Learning

Computer-Supported Collaborative Learning ◽

10.4018/978-1-59904-753-9.ch013 ◽

2008 ◽

pp. 278-299

Author(s):

Marissa L. Shuffler ◽

Gerald F. Goodwin

Keyword(s):

Collaborative Learning ◽

Mental Models ◽

Learning Environments ◽

Social Presence ◽

Shared Mental Models ◽

Shared Knowledge ◽

Shared Understanding ◽

Computer Supported Collaborative Learning ◽

Online Learners ◽

Computer Based

In order to adapt to changing learning environments, instructors must be aware of the challenges that virtuality brings to establishing a shared understanding among online learners. Although developing shared mental models is typically a natural part of learning, it requires significant social and task-related interaction among students, which can be difficult in computer based environments in which social presence is lacking. This chapter will briefly discuss research related to the development of shared understanding and explore what instructors can do to address challenges and facilitate the development of shared knowledge in computer supported collaborative learning environments.

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Reflection and Intellectual Amplification in Online Communities of Collaborative Learning

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch156 ◽

2011 ◽

pp. 1950-1960

Author(s):

Elsebeth Korsgaard Sorensen

Keyword(s):

Collaborative Learning ◽

Learning Environments ◽

Computer Supported Collaborative Learning ◽

Online Collaborative Learning ◽

Meta Level ◽

Building Process ◽

Starting Point ◽

Collaborative Knowledge Building ◽

Analytical Approaches ◽

Collaborative Knowledge

An alternative theoretical framework for analyzing and designing computer-supported collaborative learning environments is introduced. Bateson’s theory (1973) is used as a starting point for considering in what sense the specific dialogical conditions and qualities of virtual environments may support learning. We need more stringent analytical approaches of research that relate communicative qualities of virtual contexts to qualities of the collaborative knowledge-building process. This approach suggests that new didactic and instructional methods, addressing the learner’s communicative awareness at a meta-level, need to be developed in order to fully utilize the interactive and reflective potential of online collaborative learning. A deeper understanding of the reflective nature of the online environment and its potential for enhancing intellectual amplification will give rise to the birth of new and more innovative designs of online collaborative learning.

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Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning

International Journal of Computer-Supported Collaborative Learning ◽

10.1007/s11412-019-09313-2 ◽

2019 ◽

Vol 14 (4) ◽

pp. 425-441 ◽

Cited By ~ 10

Author(s):

Sanna Järvelä ◽

Hanna Järvenoja ◽

Jonna Malmberg

Keyword(s):

Collaborative Learning ◽

Self Regulation ◽

Learning Context ◽

Computer Supported Collaborative Learning ◽

In Situ Data ◽

Complex Process ◽

The Social ◽

Made In ◽

Socially Shared Regulation

AbstractSelf-regulation is critical for successful learning, and socially shared regulation contributes to productive collaborative learning. The problem is that the psychological processes at the foundation of regulation are invisible and, thus, very challenging to understand, support, and influence. The aim of this paper is to review the progress in socially shared regulation research data collection methods for trying to understand the complex process of regulation in the social learning context, for example, collaborative learning and computer-supported collaborative learning. We highlight the importance of tracing the sequential and temporal characteristics of regulation in learning by focusing on data for individual- and group-level shared regulatory activities that use technological research tools and by gathering in-situ data about students’ challenges that provoke regulation of learning. We explain how we understand regulation in a social context, argue why methodological progress is needed, and review the progress made in researching regulation of learning.

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