Theoretical Foundations of a CSCL Script in Persistent Virtual Worlds According to the Contemporary Learning Theories and Models

Climate Conditions ◽

Electronic Learning ◽

Early 21St Century ◽

Principles Of Learning ◽

Computer-Supported Collaborative Learning (CSCL) has proved to be one of the reliable contemporary approaches to education that is based on the fundamental principles of collaborative learning procedures between users (instructor and students) in electronic learning environments or Virtual Worlds (VWs). This approach to education has resulted in many considerable changes in the traditional “status quo” of e-Education. This chapter presents a literature review of major revamped principles of Learning Theories and Models that occurred in the early 21st century and reinforced the vast majority of CSCL pursuits and capabilities. It adopts Stahl's (2000) theoretical model to articulate a novel framework for e-Education in VWs. The meaning and contribution of this approach to education will be more understandable through the analysis of collaborative learning climate conditions in the 3D technologically advanced environments based on the interests, demands, and needs of trained users.

Theoretical Foundations of a CSCL Script in Persistent Virtual Worlds According to the Contemporary Learning Theories and Models

Web Design and Development ◽

10.4018/978-1-4666-8619-9.ch072 ◽

2016 ◽

pp. 1598-1633

Author(s):

Nikolaos Pellas

Keyword(s):

Collaborative Learning ◽

Virtual Worlds ◽

Learning Theories ◽

Learning Climate ◽

Climate Conditions ◽

Electronic Learning ◽

Early 21St Century ◽

Principles Of Learning ◽

Advances in Human Resources Management and Organizational Development - Collaborative Communication Processes and Decision Making in Organizations ◽

Theoretical Foundations of a CSCL Script in Persistent Virtual Worlds According to the Contemporary Learning Theories and Models

10.4018/978-1-4666-4478-6.ch005 ◽

2014 ◽

pp. 72-107

Author(s):

Nikolaos Pellas

Keyword(s):

Collaborative Learning ◽

Virtual Worlds ◽

Learning Theories ◽

Learning Climate ◽

Climate Conditions ◽

Electronic Learning ◽

Early 21St Century ◽

Principles Of Learning ◽

Computer-Supported Collaborative Learning (CSCL) has proved to be one of the reliable contemporary approaches to education that is based on the fundamental principles of collaborative learning procedures between users (instructor and students) in electronic learning environments or Virtual Worlds (VWs). This approach to education has resulted in many considerable changes in the traditional “status quo” of e-Education. This chapter presents a literature review of major revamped principles of Learning Theories and Models that occurred in the early 21st century and reinforced the vast majority of CSCL pursuits and capabilities. It adopts Stahl’s (2000) theoretical model to articulate a novel framework for e-Education in VWs. The meaning and contribution of this approach to education will be more understandable through the analysis of collaborative learning climate conditions in the 3D technologically advanced environments based on the interests, demands, and needs of trained users.

The Potential of Modern Telelearning Tools for Collaborative Learning

Canadian Journal of Communication ◽

10.22230/cjc.1999v24n3a1115 ◽

1999 ◽

Vol 24 (3) ◽

Cited By ~ 5

Author(s):

Larry Katz ◽

Alireza Rezaei

Keyword(s):

Collaborative Learning ◽

Delivery Systems ◽

Course Delivery ◽

Learning Activities ◽

Web Based ◽

Electronic Learning ◽

Teaching Tools ◽

University Of Calgary ◽

The University ◽

Abstract: Recently, a variety of telelearning/teaching tools and Web-based course delivery systems have been developed. Most of these tools are reported to be useful in collaborative learning. However, in this paper it is argued that true collaboration in schools requires not only the technology, but also well-designed learning activities based on sound principles of collaborative learning. In this paper, theoretical foundations and the importance of collaborative learning are discussed, then three sophisticated telelearning tools and their potential for collaborative learning are presented. Finally, in view of the costs and the limitations of these tools, a Collaborative Electronic Learning model based on a three-year study at the University of Calgary is suggested as a more promising and more economic alternative. Résumé: Récemment, une variété d'outils de téléapprentissage et de systèmes de livraison de cours sur le Web a été développée. La plupart de ces outils, dit-on, sont utiles pour l'apprentissage coopératif. Cet article, toutefois, soutient qu'une véritable collaboration dans les écoles requiert non seulement la technologie, mais aussi des activités d'apprentissage bien conçues qui se fondent sur des principes solides d'apprentissage coopératif. Cet article discute donc du fondement théorique et de l'importance de l'apprentissage coopératif, après quoi il présente trois outils de téléapprentissage sophistiqués et décrit leur potentiel pour l'apprentissage coopératif. Enfin, en vue des cou^ts et limites de ces outils, l'article propose un modèle de Collaborative Electronic Learning (Apprentissage coopératif électronique) basé sur une étude de trois ans menée au University of Calgary; il suggère que cette alternative est plus prometteuse et moins dispendieuse.

Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach

Teachers College Record ◽

10.1177/016146810911100503 ◽

2009 ◽

Vol 111 (5) ◽

pp. 1296-1327

Author(s):

Ching-Sing Chai ◽

Seng-Chee Tan

Keyword(s):

Collaborative Learning ◽

Interaction Analysis ◽

Knowledge Building ◽

Deep Understanding ◽

Learning Theories ◽

Analysis Model ◽

Construction Of Knowledge ◽

Building Community

Background This study was situated in Singapore, which aims to achieve engaged learning in P–12 schools with the use of educational technology. One of the foci of study among Singaporean educational researchers on a computer-supported collaborative learning (CSCL) environment that emphasizes collaboration among learners for the co-construction of knowledge. Although there is some evidence that CSCL enhances students’ learning, an identified gap in the field of CSCL is documented accounts of how knowledge building happens. Knowledge of how to facilitate sustained and in-depth knowledge-building discourse among teachers has also been identified as a gap in understanding in teacher education. Purpose This case study aims to gain insights into how negotiation and co-construction of knowledge occurs among eachers during their participation in a knowledge-building community. Participants It involves 7 Singaporean teachers who enrolled in an 18-month Advanced Diploma program. Intervention Three consecutive modules were conducted to develop the participants’ competencies in and dispositions toward facilitating student-centered learning in a computer-supported collaborative learning (CSCL) environment. The modules engaged the teachers as coc-onstructors of knowledge in a knowledge-building community. Research Design This is a case study in which the first author, as a participant observer, acted as the facilitator for the modules. Data Analysis The main source of data was the teachers’ notes in Knowledge Forum, a CSCL environment. The teachers’ patterns of online interactions were analyzed through social network analysis and the interaction analysis model (IAM). Findings Our findings indicate that the teachers formed a socially cohesive community and participated rather actively, writing an average of 3.7 notes and 425 words per week. Further analysis of the notes using IAM shows a healthy distribution of notes at various phases of knowledge construction. Conclusion We conclude that the teacher knowledge-building community was successful in engaging the teachers in collaborative knowledge building, leading to a deep understanding among them about learning in a CSCL environment. We suggest the following factors as contributors to this advancement: (1) having a group of committed teachers as participants, (2) engaging the teachers to work on authentic problems faced in schools, (3) empowering the teachers with the agency to solve problems and reflect on their learning, (4) allocating adequate time for teachers to link theories to practice and to reflect on their implementation, and (5) having a facilitator who is experienced in facilitating this form of learning and in using a pedagogical model that is built on appropriate learning theories.