In computer-supported collaborative learning (CSCL), information and communication technologies are used to promote connections between one learner and other learners, between learners and tutors, and between a learning community and its learning resources. CSCL is a coordinated, synchronous activity of a group of learners resulting from their continued attempt to construct and maintain a shared conception of a problem (Roschelle & Teasley, 1995). CSCL systems offer software replicas of many of the classic classroom resources and activities (Soller, 2001). For example, such systems may provide electronic shared workspaces, on-line presentations, lecture notes, reference material, quizzes, student evaluation scores, and facilities for chat or online discussions. This closely reflects a typical collaborative learning situation in the classroom, where the learners participating to learning groups encourage each other to ask questions, explain and justify their opinions, articulate their reasoning, and elaborate and reflect upon their knowledge, thereby motivating and improving learning. These observations stipulate both the social context and the social processes as an integral part of collaborative learning activities. In other words, CSCL is a natural process of social interaction and communication among the learners in a group while they are learning by solving common problems.
A Cultural-Historical Activity Theory Approach To Collaborative Learning In Programs Of Pre-Service Teacher Education: Exploring Implications For Educational Policy And Practice
