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Journal articles on the topic 'Computer Supported Collaborative Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

McManus, Margaret M. "Computer supported collaborative learning." ACM SIGGROUP Bulletin 18, no. 1 (April 1997): 7–9. http://dx.doi.org/10.1145/271159.271161.

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2

Kanselaar, Gellof, Gijsbert Erkens, Jos Jaspers, and Hermi (Tabachneck-). Schijf. "Computer supported collaborative learning Computer supported collaborative learning: cognitive and computational approaches." Teaching and Teacher Education 17, no. 1 (January 2001): 123–29. http://dx.doi.org/10.1016/s0742-051x(00)00042-1.

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3

David Whittington, C. "Mole: computer-supported collaborative learning." Computers & Education 26, no. 1-3 (April 1996): 153–61. http://dx.doi.org/10.1016/0360-1315(95)00053-4.

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Silverman, Barry G. "Computer Supported Collaborative Learning (CSCL)." Computers & Education 25, no. 3 (November 1995): 81–91. http://dx.doi.org/10.1016/0360-1315(95)00059-3.

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Jee, Min Jung. "Computer Supported Collaborative LANGUAGE Learning (CSCLL)." EuroCALL Review 16 (March 15, 2010): 31. http://dx.doi.org/10.4995/eurocall.2010.16335.

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<p>As the title suggests, the concept of Computer-Supported Collaborative Language Learning (CSCLL) adopts and shares many aspects of Computer-Supported Collaborative Learning (CSCL). This article is an attempt to incorporate CSCL in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, and to examine the potential applicability of CSCL in ESL and EFL classes. The goal of this article is to examine potential effects of CSCL in ESL and EFL. To validate its usefulness, the theoretical framework of CSCL and the effects of collaboration in language learning are introduced. With guidelines for task design, a sample of CSCLL is presented. The specific description of the sample is designed to enhance the ESL and EFL teachers' understanding and to motivate them to use CSCLL in their teaching contexts. Practical tips for classroom implementation will be also included. In addition, potential benefits and limitations are discussed. Among these are increased authenticity, eliciting students' active participation and interaction, flexibility, reduced anxiety and higher motivation, scaffolding and collaboration, learnercenteredness, developing electronic literacy and promoting ownership and personal responsibility by webpublishing. Affordability, practicality and heavy work-load for the teachers can be considered as potential limitations. Finally, pedagogical implications for teachers and researchers are suggested.</p>
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Iinuma, M., T. Matsuhashi, T. Nakamura, and H. Chiyokura. "Student Awareness Change in Computer Supported Collaborative Learning (CSCL) Environment." International Journal of Information and Education Technology 6, no. 6 (2016): 448–52. http://dx.doi.org/10.7763/ijiet.2016.v6.730.

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7

Persico, Donatella, Francesca Pozzi, and Luigi Sarti. "Monitoring collaborative activities in computer supported collaborative learning." Distance Education 31, no. 1 (April 21, 2010): 5–22. http://dx.doi.org/10.1080/01587911003724603.

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8

Shen, Chun-Yi, and Chen-Hsien Wu. "An Exploration of Students’ Participation, Learning Process, and Learning Outcomes in Web 2.0 Computer Supported Collaborative Learning." International Journal of Online Pedagogy and Course Design 1, no. 2 (April 2011): 60–72. http://dx.doi.org/10.4018/ijopcd.2011040105.

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Many researchers indicate that collaborative learning is an effective strategy to improve students’ learning. Collaborative learning is no longer confined to face-to-face classrooms with the advancement of technology. The concept of computer supported collaborative learning (CSCL) matches web 2.0 which emphasize learner centeredness, social interactions, and mutual sharing. The concept of CSCL matches E-Learning 2.0 which focus on learner centeredness, social interactions, and mutual sharing. This study investigates the effects of computer supported collaborative learning with web 2.0 technology on students’ participation, learning process, and learning outcomes. During a 14-week collaborative writing course, thirty participants were asked to use Google Docs to finish their assignments collaboratively. Results showed that computer supported collaborative learning with web 2.0 technology have positive effects on students’ participation, learning process, and learning outcomes. Implications and suggestions are also provided in this study.
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Pandey, Pallavi, and Rages John. "Computer Supported Collaborative Learning: An Introduction." TechnoLearn: An International Journal of Educational Technology 7, no. 1and2 (2017): 23. http://dx.doi.org/10.5958/2249-5223.2017.00003.1.

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10

Brandon, David P., and Andrea B. Hollingshead. "Collaborative learning and computer‐supported groups." Communication Education 48, no. 2 (April 1999): 109–26. http://dx.doi.org/10.1080/03634529909379159.

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11

Strijbos, Jan-Willem. "Assessment of (Computer-Supported) Collaborative Learning." IEEE Transactions on Learning Technologies 4, no. 1 (January 2011): 59–73. http://dx.doi.org/10.1109/tlt.2010.37.

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12

Lim, John, Yin Ping Yang, and Yingqin Zhong. "Computer-Supported Collaborative Work and Learning." International Journal of Web-Based Learning and Teaching Technologies 2, no. 4 (October 2007): 40–71. http://dx.doi.org/10.4018/jwltt.2007100104.

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13

Rada, Roy, and Weigang Wang. "Computer-Supported Collaborative Writing Phases." Journal of Educational Technology Systems 26, no. 2 (December 1997): 137–49. http://dx.doi.org/10.2190/1jpe-ppkn-lq6p-46f2.

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A collaborative hypermedia system was used in a five-week course for computer science students. Authoring tasks were assigned to individuals, groups, and organizations. Students took roles and used the system to perform the tasks. The aim of this research was to see whether collaborative hypermedia systems could improve upon results achieved in traditional collaborative and individual learning environments without a computer. Though technology can support collaboration, the students themselves did not feel positively disposed to sharing their ideas and work with their peers. The group experience did not improve the quality of individual writing. To facilitate group writing, we may want to ensure that the group is coordinated throughout the authoring process and not just at some phase of it.
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14

Zurita, Gustavo, and Miguel Nussbaum. "Computer supported collaborative learning using wirelessly interconnected handheld computers." Computers & Education 42, no. 3 (April 2004): 289–314. http://dx.doi.org/10.1016/j.compedu.2003.08.005.

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15

Bratitsis, Tharrenos, and Stavros Demetriadis. "Research Approaches in Computer-Supported Collaborative Learning." International Journal of e-Collaboration 9, no. 1 (January 2013): 1–8. http://dx.doi.org/10.4018/jec.2013010101.

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Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.
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Koops, Willem, Cees Vleuten, and Luc Snoeckx. "Computer-supported Collaborative Learning by medical students." Journal of Contemporary Medical Education 8, no. 1 (2018): 1. http://dx.doi.org/10.5455/jcme.20180311124334.

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17

Abrami, Philip C., and Eva Mary Bures. "Computer‐supported collaborative learning and distance education." American Journal of Distance Education 10, no. 2 (January 1996): 37–42. http://dx.doi.org/10.1080/08923649609526920.

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18

Long, Yuan, Fiona Fui‐Hoon Nah, Brenda Eschenbrenner, and Terrance Schoonover. "Computer‐supported collaborative learning: a research framework." Industrial Management & Data Systems 113, no. 4 (April 19, 2013): 605–23. http://dx.doi.org/10.1108/02635571311322829.

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19

Realff, Matthew, Pete Ludovice, Mark Guzdial, Tom Morley, and Katherine Sukel. "Computer supported collaborative learning for curriculum integration." Computers & Chemical Engineering 24, no. 2-7 (July 2000): 1473–79. http://dx.doi.org/10.1016/s0098-1354(00)00538-x.

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20

Naidu, Som, and Mary Oliver. "Critical incident-based computer supported collaborative learning." Instructional Science 27, no. 5 (September 1999): 329–54. http://dx.doi.org/10.1007/bf00892030.

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21

VATRAPU, RAVI K. "CULTURAL CONSIDERATIONS IN COMPUTER SUPPORTED COLLABORATIVE LEARNING." Research and Practice in Technology Enhanced Learning 03, no. 02 (July 2008): 159–201. http://dx.doi.org/10.1142/s1793206808000501.

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22

Barros-Castro, Ricardo A., Gerald Midgley, and Luis Pinzón. "Systemic Intervention for Computer-Supported Collaborative Learning." Systems Research and Behavioral Science 32, no. 1 (September 20, 2013): 86–105. http://dx.doi.org/10.1002/sres.2220.

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23

Stahl, Gerry, and Friedrich Hesse. "Social practices of computer-supported collaborative learning." International Journal of Computer-Supported Collaborative Learning 1, no. 4 (November 30, 2006): 409–12. http://dx.doi.org/10.1007/s11412-006-9004-y.

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24

Dewiyanti, Silvia, Saskia Brand-Gruwel, Wim Jochems, and Nick J. Broers. "Students’ experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments." Computers in Human Behavior 23, no. 1 (January 2007): 496–514. http://dx.doi.org/10.1016/j.chb.2004.10.021.

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25

Ulmane-Ozoliņa, Lāsma. "Possibilities of Computer-supported Collaborative Learning in Blended-learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 415. http://dx.doi.org/10.17770/sie2012vol1.61.

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<p>Higher education institutions in Latvia offer blended learning where traditional face to face lectures are combined with e-learning options. Research on blended learning in Latvia is very little. Author offers her view on blended learning analysis in Latvia and possibility to introduce computer-supported collaborative learning as tool to involve students in more active learning and learners’ community building. As theoretical background author uses sociocultural theory and participatory metaphor. Article describes several very important issues to put attention on when starting to introduce CSCL and blended learning in Latvia’s higher education institutions.</p>
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26

Mcconnell, David. "Managing open learning in computer supported collaborative learning environments." Studies in Higher Education 19, no. 3 (January 1994): 341–58. http://dx.doi.org/10.1080/03075079412331381920.

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27

SÖNTGENS, KIRSTEN. "Computer Supported Collaborative Work (CSCL 1999)." ReCALL 12, no. 1 (May 2000): 109–11. http://dx.doi.org/10.1017/s095834400000121x.

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The third bi-annual CSCL (Computer Support for Collaborative Learning) conference took place at Stanford University, Palo Alto, California and was by European standards a huge conference, but apparently by American standards it was considered to be small. It was my first attendance at an International conference in the USA and I was quite overwhelmed by the size and beauty of the Campus at Stanford, but also by the very smooth organisation of a conference where everything, from registration, payment and paper submission to the publication of all papers was done on-line. The theme of the conference was ‘Designing New Media for a New Millennium: Collaborative Technology for Learning, Education and Training’.
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28

Takahashi, Hirotaka. "Computer-supported collaborative learning (CSCL) system research - Edutab box." Impact 2021, no. 1 (February 5, 2021): 44–46. http://dx.doi.org/10.21820/23987073.2021.1.44.

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Collaborative/active learning has proven to be an effective educational method. It involves groups of two or more learners working together to solve a problem or complete a task and the benefits are numerous. For example, it enhances problem-solving skills, inspires critical thinking, improves social interactions and helps in the development of self-management skills and oral communication skills, to name but a few. There is potential to further enhance these benefits using information and communications technology (ICT). Professor Hirotaka Takahashi has spent his career looking at a wide range of topics, including adaptive data analysis methods, information theory, gravitational wave physics and astronomy. His current work centres around computer-supported collaborative/active learning (CSCL) systems, which he is seeking to further develop by collaborating with experts in data science, ICT system development and education. Specifically, Takahashi is working with experts to develop a CSCL system/software called the 'Edutab Box'.
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Takahashi, Hirotaka. "Computer-supported collaborative learning (CSCL) system research - Edutab box." Impact 2020, no. 8 (December 16, 2020): 40–42. http://dx.doi.org/10.21820/23987073.2020.8.40.

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Collaborative/active learning has proven to be an effective educational method. It involves groups of two or more learners working together to solve a problem or complete a task and the benefits are numerous. For example, it enhances problem-solving skills, inspires critical thinking, improves social interactions and helps in the development of self-management skills and oral communication skills, to name but a few. There is potential to further enhance these benefits using information and communications technology (ICT). Professor Hirotaka Takahashi has spent his career looking at a wide range of topics, including adaptive data analysis methods, information theory, gravitational wave physics and astronomy. His current work centres around computer-supported collaborative/active learning (CSCL) systems, which he is seeking to further develop by collaborating with experts in data science, ICT system development and education. Specifically, Takahashi is working with experts to develop a CSCL system/software called the 'Edutab Box'.
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30

Cabral, Patrícia Fernanda de Oliveira, Nilcimar Dos Santos Souza, and Salete Linhares Queiroz. "Ensino Baseado em Casos Aliado à Aprendizagem Online em Disciplina de Comunicação Científica." Revista Brasileira de Informática na Educação 25, no. 02 (July 12, 2017): 1. http://dx.doi.org/10.5753/rbie.2017.25.02.1.

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Ways of organization of learning activities based on Computer-Supported Collaborative Learning have been discussed since the beginning of the 80s. With that in mind, educators should be encouraged to use computers in innovative ways to help students gain experience in collaboration and develop critical thinking and argument skills. This paper addresses a didactic activity based on computer-supported collaborative learning principles. We investigate the dynamics of interactions among undergraduate chemistry students within the groups focusing on skills of active learning conversation described in the Collaborative Learning Model. In a virtual learning environment named eduqui.info 37 students divided into 17 doubles and 1 trio solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum by 2 doubles were analyzed for the identification of the students’ collaboration. The major sub-skills related to Collaborative Learning Model found in the students’ messages were Inform, Argue and Request. It is possible to conclude that activities like the one addressed in this study can be effectively used to develop critical thinking and argument skills in undergraduate chemistry students.
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31

Ghadirian, Hajar, Ahmad Fauzi Mohd Ayub, Abu Daud Silong, Kamariah Binti Abu Bakar, and Maryam Hosseinzadeh. "Group Awareness in Computer-Supported Collaborative Learning Environments." International Education Studies 9, no. 2 (January 25, 2016): 120. http://dx.doi.org/10.5539/ies.v9n2p120.

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<p class="apa">It is commonly discussed that a key challenge for online collaboration is to promote group awareness. Although this challenge has gained intensified consideration by scholars, scarce attempt has been devoted into development of a reasonable hypothetical comprehension of what group awareness really is and how it can be studied empirically. This paper discusses the conceptions and the research approaches that underlie research on group awareness in computer-supported collaborative learning circumstances. While reviewing literatures they were classified in three categories (behavioral, knowledge and social awareness) and variations in underlying techniques for visualization of awareness were also provided. It was found that research is dominated by the knowledge awareness, which focus on awareness of self and group members’ level of expertise, skills, prior knowledge of task as well as areas of interest. However, some researchers studied all dimensions of awareness. Findings suggest that the notion of displaying of awareness information has been shifted from implicit to the explicit technique through which users intentionally express their current understanding and feelings or assess self and others and provide necessary information to be visualized. The paper suggests some areas for future empirical investigations and concludes with some theoretical considerations on the nature of group awareness.</p>
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Riga, Asimina, Vasiliki Ioannidi, and Nikolaos Papayiannis. "Computer supported collaborative learning in Greek inclusive secondary education." International Journal of Special Education and Information Technologies 6, no. 1 (November 30, 2020): 18–28. http://dx.doi.org/10.18844/jeset.v6i1.5365.

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Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND
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33

Janetzko, Dietmar, and Frank Fischer. "Analyzing Sequential Data in Computer-Supported Collaborative Learning." Journal of Educational Computing Research 28, no. 4 (June 2003): 343–54. http://dx.doi.org/10.2190/805x-vg4a-dnnd-9ntc.

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34

Bratitsis, Tharrenos, and Stavros Demetriadis. "Perspectives on Tools for Computer-Supported Collaborative Learning." International Journal of e-Collaboration 8, no. 4 (October 2012): 1–7. http://dx.doi.org/10.4018/jec.2012100101.

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Computer Supported Collaborative Learning (CSCL) is a research field which emerged during the past 20 years. The research addressed questions in CSCL including – among others - how groups and individuals learn through peer interaction using specific tools, how small groups interact and develop shared meanings over time, how teachers orchestrate collaborative learning activities in the classroom with the support of technology, how institutions change and create new conditions for teaching and learning, and even how the opportunities for learning change as society adopts new models for education. Following the constructivistic and socio-cultural approaches in learning, numerous CSCL tools have been designed, developed and tested over the years. Although they can be classified in various ways, the distinction between systemic and dialogic types of tools and approaches is adopted in this paper. Following this categorization, four interesting research approaches, each focusing on a different kind of computer mediated tool are presented, designating the diversity of research within the CSCL field.
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Pareto, Lena, and Sara Willermark. "Tracing expansive learning in computer-supported collaborative teaching." Learning, Culture and Social Interaction 33 (April 2022): 100617. http://dx.doi.org/10.1016/j.lcsi.2022.100617.

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36

Steeples, Christine, and Terry Mayes. "A special section on Computer-Supported Collaborative Learning." Computers & Education 30, no. 3-4 (April 1998): 219–21. http://dx.doi.org/10.1016/s0360-1315(97)00065-1.

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37

Mukama, Evode. "Strategizing computer-supported collaborative learning toward knowledge building." International Journal of Educational Research 49, no. 1 (January 2010): 1–9. http://dx.doi.org/10.1016/j.ijer.2010.05.001.

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38

Gress, Carmen L. Z., Meghann Fior, Allyson F. Hadwin, and Philip H. Winne. "Measurement and assessment in computer-supported collaborative learning." Computers in Human Behavior 26, no. 5 (September 2010): 806–14. http://dx.doi.org/10.1016/j.chb.2007.05.012.

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39

Giannakos, Vassilios, and Maria Darra. "The Contribution of Computer-Supported Collaborative Learning to the Development of Collaboration Between Students: Results of Pilot Implementation in Greek Secondary Education." International Education Studies 12, no. 3 (February 26, 2019): 158. http://dx.doi.org/10.5539/ies.v12n3p158.

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The main purpose of this survey is to explore whether Computer-Supported Collaborative Learning (CSCL) constitutes a good practice in the teaching of Literature in Lyceum and in the cross-curricular approach of the specific subject. More specifically, the contribution of the digital platform web 2.0, wiki pbworks – along with the use of subsidiary software applications – is explored in the promotion of collaborative learning and the special skills it develops among students. The method that was used is the field experiment, working both with an experimental group (25 students) and with a control group (25 students). The outcome of the findings, regards the promotion of collaborative learning, the formation of a more positive attitude towards collaboration proved to be successful with regard to the use of Computer-Supported Collaborative Learning and the application of the digital platform of collaboration web 2.0, wiki pbworks.
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40

Sudmale, Sintija. "Plagiarism Reducing Aspects in Computer Supported Collaborative Learning Model." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 265. http://dx.doi.org/10.17770/sie2014vol1.786.

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Computer supported collaborative learning (CSCL) is a practical answer to futuristic e-Europe educational vision. Unsuccessfully organized collaborative work within teams of students, which ignores individual achievement and individual/ group responsibility balance, can lead to lack of motivation for personal involvement and promote plagiarism. The aim of this research is to theoretically analyze the plagiarism reducing aspects with computer supported collaborative learning.Applied study method - analyses of scientific sources. The main results are connected with the research of possibilities to solve the problem of plagiarism in education with modern cooperation methods.
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Stegmann, Karsten, Christof Wecker, Armin Weinberger, and Frank Fischer. "Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment." Instructional Science 40, no. 2 (July 15, 2011): 297–323. http://dx.doi.org/10.1007/s11251-011-9174-5.

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42

Dillenbourg, P., and P. Tchounikine. "Flexibility in macro-scripts for computer-supported collaborative learning." Journal of Computer Assisted Learning 23, no. 1 (January 10, 2007): 1–13. http://dx.doi.org/10.1111/j.1365-2729.2007.00191.x.

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43

Tomlinson, Helen, and William Henderson. "Computer supported collaborative learning in schools: a distributed approach." British Journal of Educational Technology 26, no. 2 (May 1995): 131–40. http://dx.doi.org/10.1111/j.1467-8535.1995.tb00130.x.

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44

Johnson, Mike. "Scripting computer-supported collaborative learning - Edited by Frank Fischer." British Journal of Educational Technology 39, no. 5 (September 2008): 953–54. http://dx.doi.org/10.1111/j.1467-8535.2008.00890_6.x.

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45

Hämäläinen, Raija. "Methodological reflections: designing and understanding computer-supported collaborative learning." Teaching in Higher Education 17, no. 5 (October 2012): 603–14. http://dx.doi.org/10.1080/13562517.2012.658556.

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46

Khandaker, Nobel, and Leen-Kiat Soh. "SimCoL: A Simulation Tool for Computer-Supported Collaborative Learning." IEEE Transactions on Systems, Man, and Cybernetics, Part C (Applications and Reviews) 41, no. 4 (July 2011): 533–43. http://dx.doi.org/10.1109/tsmcc.2010.2056918.

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47

Shum, Simon Buckingham. "Workshop report: computer-supported collaborative argumentation for learning communities." ACM SIGWEB Newsletter 9, no. 1 (February 2000): 27–30. http://dx.doi.org/10.1145/500691.500698.

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48

Yamada, Masanori, Yoshiko Goda, Hideya Matsukawa, Kojiro Hata, and Seisuke Yasunami. "A Computer-Supported Collaborative Learning Design for Quality Interaction." IEEE MultiMedia 23, no. 1 (January 2016): 48–59. http://dx.doi.org/10.1109/mmul.2015.95.

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49

Janssen, Jeroen, and Daniel Bodemer. "Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools." Educational Psychologist 48, no. 1 (January 2013): 40–55. http://dx.doi.org/10.1080/00461520.2012.749153.

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50

Collazos, Cesar A., Luis A. Guerrero, Jose A. Pino, and Sergio F. Ochoa. "A method for evaluating computer-supported collaborative learning processes." International Journal of Computer Applications in Technology 19, no. 3/4 (2004): 151. http://dx.doi.org/10.1504/ijcat.2004.004044.

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