Analysis of Group Learning Environment on the Collaborative Knowledge Building Perspective--Case of the U.S. VMT Project

Computer Supported Collaborative Learning (CSCL) is the highlight in the computer and education area. U.S. Virtual math teams (Virtual Math Teams, Referred to as VMT) project’s main studying purpose is the computer supported group cognition, its collaborative learning environment is a typical environment. By the analysis of this online collaborative learning environment of this project, the paper proposes five aspects of the structure and function which mainly embodied in the group discussions and negotiation, knowledge representation, knowledge reasoning, knowledge co-construction and sharing, external support, and pointed its lack of supporting in the non-mission communication and ubiquitous learning, and the paper proposed the idea of adding micro-blogging function in VMT environment.

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The effects of pre-training types on cognitive load, collaborative knowledge construction and deep learning in a computer-supported collaborative learning environment

Interactive Learning Environments ◽

10.1080/10494820.2019.1619592 ◽

2019 ◽

pp. 1-13 ◽

Cited By ~ 4

Author(s):

Jaewon Jung ◽

Yoonhee Shin ◽

Joerg Zumbach

Keyword(s):

Deep Learning ◽

Collaborative Learning ◽

Learning Environment ◽

Cognitive Load ◽

Knowledge Construction ◽

Computer Supported Collaborative Learning ◽

Collaborative Learning Environment ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

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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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