Benefits of CSCL for Learners with Disabilities

2011 ◽  
pp. 1-9 ◽  
Author(s):  
Robert D. Tennyson ◽  
Robert L. Jorczak
Keyword(s):  
Learning Disabilities ◽  
Online Learning ◽  
Social Interaction ◽  
Collaborative Learning ◽  
Cooperative Learning ◽  
Online Environment ◽  
Computer Supported Collaborative Learning ◽  
Online Form

Perhaps contrary to expectations, computer-supported collaborative learning (CSCL), particularly asynchronous text discussion, has characteristics that may be beneficial to learners with disabilities. CSCL seeks to bring the benefits of classroom-based collaborative and cooperative learning to the online environment. Collaborative and cooperative learning, and particularly its online form, CSCL, is a learning methodology with characteristics that may mask or compensate for specific disabilities. For example, in addition to the generally improved access offered by online learning, the slowed pace and anonymity of asynchronous text discussion has shown to improve social interaction for learners with communication and learning disabilities. This chapter suggests how learners with specific disabilities may benefit from CSCL discussion in postsecondary courses.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
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.

Social interaction and effectiveness of the online learning – A moderating role of maintaining social distance during the pandemic COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hasnan Baber
Keyword(s):  
Online Learning ◽  
Social Interaction ◽  
Social Distance ◽  
Structural Equation ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Online Environment ◽  
Snowball Sampling ◽  
Content Type

PurposeThe pandemic of COVID-19 has pushed most of the classroom learning to an online environment with which most of the people were not familiar. This study aims to investigate the importance of social interaction on the effectiveness of online learning during the pandemic when social distancing norms are in place.Design/methodology/approachThis study uses the partial least square (PLS) structural equation modeling (SEM) approach, a nonparametric method based on total variance, using the SmartPLS software 3.0. The data were collected using the snowball sampling technique from the students who were learning online due to the pandemic COVID-19 and asked them to forward the survey link in their network.FindingsThe results suggested that social interaction has a positive significant impact on the effectiveness of online learning. However, this effect is reduced in the presence of social distance norms as people give more importance to continuous learning and to saving lives rather than socializing in the online environment.Originality/valueThe study will be helpful for instructors and educational institutes to formalize the strategies to enhance social interaction in online learning and analyze their pedagogy to improve effectiveness.

scholarly journals Computer Supported Collaborative Learning and Higher Order Thinking Skills - A Case Study of Textile Studies

10.28945/3298 ◽  
2009 ◽  
Author(s):  
Ada Wai Wing MA
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Cognitive Skills ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Cultural Perspective ◽  
Computer Supported Collaborative Learning ◽  
Higher Order Thinking Skills

The scarcity of readily usable instruments to research learning in Computer Supported Collaborative Learning (CSCL) environments has posed a great challenge to devise appropriate analytical tools to investigate how individuals change their understanding or create a new personal construction of knowledge as a result of social interaction and negotiation within the group. Given this scenario, the Activity System Model (Engestrom, 1987), based on a socio-cultural perspective, was adopted as a framework for analysing the quality of a CSCL community in this research project. Data were analysed to examine how interactivity had contributed to the fostering of higher order thinking skills in the CSCL community. Findings of this study confirmed that there was a positive correlation between the quality of collaborative process engaged by groups and the quality of cognitive skills fostered. High levels of social interaction and collaboration contributed to the establishment of a community of learning, nurturing a space for fostering higher order thinking through co-creation of knowledge processes. Lessons learnt and limitations of the investigation in this study in light of the methodological issues relating to coding reliability and difficulties in translating Chinese text involved in the CSCL for computerized coding process were discussed as well.

Collaborative vs. Cooperative Learning

2008 ◽  
pp. 20-39 ◽  
Author(s):  
Orlando J. Olivares
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Individual Learning ◽  
Central Theme ◽  
Computer Supported Collaborative Learning ◽  
Conceptual Clarity ◽  
Group Mind ◽  
History Of ◽  
Similarities And Differences

A central theme of this chapter is the following: to better understand the role of the teacher within a computer-supported collaborative learning (CSCL) environment, it is necessary to better conceptualize the CSCL construct. Toward this goal, this chapter will examine similarities and differences between cooperative and collaborative learning. Next, CSCL will be examined in the context of cooperative and collaborative learning, and a brief history of CSCL will be provided. It is argued that there has been a lack of definitional and conceptual clarity among these learning constructs—this has resulted in the conflation between cooperative learning and CSCL, as well as a continued focus on individual learning, as opposed to “group mind”-like constructs. It is hoped that better conceptual clarity about CSCL will provide a renewed understanding of the role of the teacher within a CSCL environment.

Incorporating Technology in a Cooperative Learning Environment

2021 ◽  
pp. 779-789
Author(s):  
James Oren
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Instructional Method ◽  
Technological Innovations ◽  
Computer Supported Collaborative Learning

Cooperative learning is largely considered a powerful instructional method. Decades of research based on the interdependency theory has created a strong framework on how to design an effective cooperative learning environment. In recent years, new technological innovations have emerged, creating a new field of research known as Computer-Supported Collaborative Learning. This chapter examines how technology can be incorporated using the foundation set by cooperative learning, the challenges such incorporation solves, and the challenges it creates. Additionally, this chapter poses some recommendations for both practitioners and researchers of cooperative learning.

scholarly journals Building Collaborations between University Pre-Service Student-Teachers and English Language Students through a Socially Mediated Network

2014 ◽  
pp. 1257-1281
Author(s):  
Dustin De Felice ◽  
Luz María Ortiz Alcocer
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Computer Supported Collaborative Learning ◽  
Virtual Classrooms ◽  
Collaborative Project ◽  
Practice Teaching ◽  
Language Students

Cooperative learning has evolved over the years to include computer-supported elements within traditional and virtual classrooms. In this chapter, the authors discuss a collaboration that used computer-supported collaborative learning through a socially mediated network. This collaboration served as a bridge between two universities from different countries. Not only did this collaboration link the students from each university together, but it provided language learners and pre-service student-teachers with the ability to benefit from the unique connection between them (i.e. students needing to learn language and teachers needing to practice teaching a language). They discuss the collaboration, the framework, and the format of this collaborative project. Much of this discussion is rooted in the experiences of some of the students who participated in its evolution with the intent to provide a direction for implementing such a collaboration in other institutions.

Building Collaborations between University Pre-Service Student-Teachers and English Language Students through a Socially Mediated Network

2014 ◽  
pp. 44-68 ◽  
Author(s):  
Dustin De Felice ◽  
Luz María Ortiz Alcocer
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Student Teachers ◽  
Language Learners ◽  
English Language ◽  
Computer Supported Collaborative Learning ◽  
Virtual Classrooms ◽  
Collaborative Project ◽  
Practice Teaching ◽  
Language Students

Cooperative learning has evolved over the years to include computer-supported elements within traditional and virtual classrooms. In this chapter, the authors discuss a collaboration that used computer-supported collaborative learning through a socially mediated network. This collaboration served as a bridge between two universities from different countries. Not only did this collaboration link the students from each university together, but it provided language learners and pre-service student-teachers with the ability to benefit from the unique connection between them (i.e. students needing to learn language and teachers needing to practice teaching a language). They discuss the collaboration, the framework, and the format of this collaborative project. Much of this discussion is rooted in the experiences of some of the students who participated in its evolution with the intent to provide a direction for implementing such a collaboration in other institutions.

scholarly journals Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system

2021 ◽  
Vol 1 (4) ◽  
pp. 225
Author(s):  
Soheila Garshasbi ◽  
Brian Yecies ◽  
Jun Shen
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environments ◽  
Machine Learning Algorithms ◽  
Learning System ◽  
Smart Devices ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Environments ◽  
Learning Platform ◽  
Intelligent Tools

<p style='text-indent:20px;'>With the rise of the COVID-19 pandemic and its inevitable consequences in education, increased demand for robust online learning frameworks has occurred at all levels of the education system. Given the transformative power of Artificial Intelligence (AI) and machine learning algorithms, there have been determined attempts through the design and application of intelligent tools to overcome existing challenges in online learning platforms. Accordingly, educational providers and researchers are investigating and developing intelligent online learning environments which share greater commonalities with real-world classroom conditions in order to better meet learners' needs. However, short attention spans and the widespread use of smart devices and social media bring about new e-learning systems known as microlearning (ML). While there has been ample research investigating ML and developing micro-content, pedagogical challenges and a general lack of alternative frameworks, theories and practices still exist. The present models have little to say about the connections between social interaction, including learner–content, learner–instructor and learner–learner communication. This has prompted us to investigate the complementary aspects of Computer-supported Collaborative Learning (CSCL) as an interactive learning model, along with an embedded ML module in the design and development of a comprehensive learning platform. The purpose of this study is to explore the pedagogical frameworks and challenges with reference to interaction and retention in online learning environments, as well as the theoretical and pedagogical foundations of ML and its applications. In addition, we delve into the theories and principles behind CSCL, the main elements in CSCL, identifying the issues and challenges to be faced in improving the efficacy of collaboration processes and outcomes. In short, we aim to synthesize how microlearning and CSCL can be applied as effective modules within a comprehensive online learning platform, thereby offering STEM educators a relevant roadmap towards progress that has yet to be offered in previous studies.</p>

Collaborative vs. Cooperative Learning

2009 ◽  
pp. 129-141
Author(s):  
Orlando J. Olivares
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Individual Learning ◽  
Central Theme ◽  
Computer Supported Collaborative Learning ◽  
Conceptual Clarity ◽  
Group Mind ◽  
History Of ◽  
Similarities And Differences

A central theme of this chapter is the following: to better understand the role of the teacher within a computer-supported collaborative learning (CSCL) environment, it is necessary to better conceptualize the CSCL construct. Toward this goal, this chapter will examine similarities and differences between cooperative and collaborative learning. Next, CSCL will be examined in the context of cooperative and collaborative learning, and a brief history of CSCL will be provided. It is argued that there has been a lack of definitional and conceptual clarity among these learning constructs—this has resulted in the conflation between cooperative learning and CSCL, as well as a continued focus on individual learning, as opposed to “group mind”-like constructs. It is hoped that better conceptual clarity about CSCL will provide a renewed understanding of the role of the teacher within a CSCL environment.

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