Collaborative Learning in Dynamic Group Environments

Author(s):  
Kamen Kanev ◽  
Shigeo Kimura

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.


Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti

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.


Author(s):  
Yuto Omae ◽  
Kazutaka Mizukoshi ◽  
Tatsuro Furuya ◽  
Takayuki Oshima ◽  
Norihisa Sakakibara ◽  
...  

Educational benefits of collaborative learning have been demonstrated in several studies and various systems have been developed to date. Numerous efforts have been made to enhance these benefits by supporting collaborative learning with information and communications technology. These efforts have primarily involved support for constructing collaborative learning groups, for collaborative learning in e-learning environments, and for collaborative learning analysis. This study aims to develop a computer-supported collaborative learning system that supports instructors in real time to facilitate collaborative learning in a face-to-face environment with multiple learners at the same time to provide enhanced support. Both the learner and instructor have one tablet terminal and conduct collaborative learning in a single classroom. Herein, the learner can use the tablet to save an educational log and freely browse the educational log of another learner. By referencing the educational logs, learners can learn through face-to-face communication. Additionally, the instructor can determine (1) who is viewing whose educational log and to what extent and (2) which learner is struggling to achieve targets. Herein, an overview of the proposed system is provided and the results obtained using the proposed system are reported to evaluate its effectiveness.


Author(s):  
Calixto Gutiérrez-Braojos ◽  
Jesús Montejo-Gámez ◽  
Ana E. Marín Jiménez ◽  
Asunción Martínez Martínez

Computer-supported collaborative learning is becoming one of the most impactful learning and teaching approaches in higher education. The objective of this study is to analyze the effect of different conditions of face-to-face learning (cooperative, inter-group competition, and inter-individual competition) on the participation and learning of students in the virtual community. This investigation takes into account three parameters according to a Latin squares design. In this study, designing learning environments in conditions of collaboration without competition in face-to-face environments facilitates the cognitive responsibility of the collective and better achievements in the community to a greater extent. The authors did not find any benefits of intergroup competition or individual competition over collaborative learning without competition.


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