Journal articles: 'CSCL, Collaboration'

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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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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.

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Costaguta, Rosanna, Pablo Santana-Mansilla, Germán Lescano, and Daniela Missio. "Mining Associations Between Collaborative Skills and Group Roles in Collaborative E-Learning Environments." Journal of Information Technology Research 12, no. 2 (April 2019): 159–74. http://dx.doi.org/10.4018/jitr.2019040109.

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Nowadays it is quite common for universities to use computer-supported collaborative learning (CSCL) systems to favor group learning and teaching processes. CSCL systems provide communication, coordination and collaboration tools that ease group dynamic regardless space-time location of group members. However, forming a group and having the technology to support group tasks is not enough to guarantee students collaboration. Effective collaboration supposes the manifestation of specific roles by group members. Considering that group roles are conditioned (among other factors) by collaborative skills that students manifest, this article explores relations between collaborative skills and group roles by means of the application of association rules over a dataset of university students' interactions during CSCL sessions. The discovered knowledge might be used for automatic recognition of student roles based on collaborative skills that students manifest in their groups. Furthermore, the discovered association rules could be used for forming groups with a balanced combination of roles.

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Lazareva, Aleksandra. "Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 1–16. http://dx.doi.org/10.4018/ijopcd.2021070101.

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Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

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Pozzi, F., L. Hofmann, D. Persico, K. Stegmann, and F. Fischer. "Structuring CSCL Through Collaborative Techniques and Scripts." International Journal of Online Pedagogy and Course Design 1, no. 4 (October 2011): 39–49. http://dx.doi.org/10.4018/ijopcd.2011100103.

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This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

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Shell, Duane F., Jenefer Husman, Jeannine E. Turner, Deborah M. Cliffel, Indira Nath, and Noelle Sweany. "The Impact of Computer Supported Collaborative Learning Communities on High School Students' Knowledge Building, Strategic Learning, and Perceptions of the Classroom." Journal of Educational Computing Research 33, no. 3 (October 2005): 327–49. http://dx.doi.org/10.2190/787l-bcbq-20fn-fw6c.

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Across two years, we examined the effects of teachers' attempts to implement computer supported collaborative learning (CSCL) communities in classrooms in two high schools on students' knowledge building, strategic learning, and perceptions of the classroom environment. In year one, 429 (fall) and 317 (spring) students in the classes of 8 teachers and in year two, 946 students in the classes of 18 teachers participated. Students in classes where CSCL communities were more fully established reported more knowledge building goals and activities, more question asking, and higher perception of collaboration with fellow students. Students' reports of knowledge building, strategic learning, and perceptions of the classroom were also associated with their classroom achievement. Results suggest that implementing practices and technology supportive of CSCL communities can foster increased student knowledge building and enhance students' perceptions of collaboration in regular classroom environments.

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Ovalle Carranza, Demetrio Arturo, Jovani Alberto Jiménez Builes, and César Alberto Collazos Ordóñez. "Model for supporting awareness in the CSCL ALLEGRO environment through a blackboard architecture." Ingeniería e Investigación 26, no. 3 (September 1, 2006): 67–77. http://dx.doi.org/10.15446/ing.investig.v26n3.14753.

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This paper is aimed at describing collaborative activities, the awareness process and blackboard architecture used within the ALLEGRO system, a multi-agent learning and teaching environment which has included artificial intelligence mechanisms (instructional planning (IP), cased-based reasoning (CBR), multi-agent systems (MAS), intelligent tutoring systems (ITS) and computer supported collaborative learning (CSCL)). The proposed model of awareness promotes communication, collaboration and coordination in CSCL ALLEGRO. MAS-CommonKADS methodology was applied for building the Multi-Agent system. ALLEGRO based its instructional approach on the following three pedagogical paradigms: conductive behavior, cognitive mechanisms (distributed cognition and problem-based learning) and social-historical theory. The system was validated via several case studies regarding the graphical digital domain for postgraduate architectural studies. The proposed awareness model lets students develop important skills such as conscious behavior, communication, collaboration and coordination in the CSCL component of the ALLEGRO system. This model facilitates students acquiring a perception of what others are doing inside the CSCL, thereby using such knowledge for interacting with the environment and developing leading to expressing and exchanging ideas and opinions with other students, transforming the class into an open virtual forum for reflection, proactive interaction and a critical space for exchanging ideas. The proposed instructional model is a valuable resource from the technological and pedagogical point of view as different theories are integrated, some of them conflicting with others.

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Gerdes, Anne. "Revealing preconditions for trustful collaboration in CSCL." International Journal of Computer-Supported Collaborative Learning 5, no. 3 (June 26, 2010): 345–53. http://dx.doi.org/10.1007/s11412-010-9090-8.

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Chen, Yuxin, Christopher D. Andrews, Cindy E. Hmelo-Silver, and Cynthia D'Angelo. "Coding schemes as lenses on collaborative learning." Information and Learning Sciences 121, no. 1/2 (December 12, 2019): 1–18. http://dx.doi.org/10.1108/ils-08-2019-0079.

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Purpose Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL. Design/methodology/approach This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models. Findings The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains. Practical implications This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning. Originality/value By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

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Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.

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Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

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Lazareva, Aleksandra, and Bjørn Erik Munkvold. "Facilitating Collaboration." International Journal of e-Collaboration 13, no. 3 (July 2017): 22–38. http://dx.doi.org/10.4018/ijec.2017070102.

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This article explores the potential synergy between computer-supported collaborative learning (CSCL) and collaboration engineering (CE). Both areas pursue the goal of understanding how to manage interactions in collaborative groups to achieve shared understanding, reduce process losses, and improve performance. By analyzing the research in the two areas, the authors identify several topics where exchange of research findings would be of mutual benefit. For example, research on CE can inform collaboration script research on reducing learners' cognitive load, providing sufficient guidance on the use of tools, and specifying the instructor role during the collaborative learning process. Similarly, collaboration script research can provide useful insights to CE on the appropriation and internalization of effective support strategies. CE research could also learn from script research on training group participants into specific roles. Further challenges include designing scripts that balance restrictiveness and flexibility and refining the theoretical foundation of the two research areas.

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Chen, Juanjuan, Minhong Wang, Paul A. Kirschner, and Chin-Chung Tsai. "The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis." Review of Educational Research 88, no. 6 (July 30, 2018): 799–843. http://dx.doi.org/10.3102/0034654318791584.

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This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES [effect size] = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effect for knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators.

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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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Malmberg, Jonna, Eetu Haataja, Tapio Seppänen, and Sanna Järvelä. "Are we together or not? The temporal interplay of monitoring, physiological arousal and physiological synchrony during a collaborative exam." International Journal of Computer-Supported Collaborative Learning 14, no. 4 (November 23, 2019): 467–90. http://dx.doi.org/10.1007/s11412-019-09311-4.

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AbstractThe coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student’s ability to recognize success or failure in collaboration. This study focuses on how monitoring occurs in CSCL during a collaborative exam situation by examining how individual student contributions to monitoring processes are related to physiological synchrony and physiological arousal in groups. The participants were organized in four groups of three members each, and they wore sensors that measured their physiological activity. The data consist of video recordings from collaborative exam sessions lasting 90 minutes and physiological data captured from each student with Empatica 4.0 sensors. The video data were analyzed using qualitative content analysis to identify monitoring events. Students’ physiological arousal was determined through peak detection, and physiological concordance was used as an index for the students’ physiological synchrony. The individual and group level analysis investigated arousal and physiological synchrony in concordance with monitoring during the collaborative exam. The results showed that, in each group, each student contributed to joint monitoring. In addition, the monitoring activities exhibited a significant correlation with the arousal, indicating that monitoring events are reflected in physiological arousal. Physiological synchrony occurred within two groups, which experienced difficulties during the collaborative exam, whereas the two groups who had no physiological synchrony did not experience difficulties. It is concluded that physiological synchrony may be a new indicator for recognizing meaningful events in CSCL

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Järvelä, Sanna, and Carolyn Rosé. "Forms of collaboration matters: CSCL across the contexts." International Journal of Computer-Supported Collaborative Learning 16, no. 2 (June 2021): 145–49. http://dx.doi.org/10.1007/s11412-021-09348-4.

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Schwendimann, Beat A., Bram De Wever, Raija Hämäläinen, and Alberto A. P. Cattaneo. "The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review." International Journal for Research in Vocational Education and Training 5, no. 1 (April 26, 2018): 19–41. http://dx.doi.org/10.13152/ijrvet.5.1.2.

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Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.

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Chatzimichalis, George, and Andreas Papasalouros. "Integrating Assessment in a CSCL Macro-Script Authoring Platform." Applied Sciences 13, no. 3 (January 24, 2023): 1537. http://dx.doi.org/10.3390/app13031537.

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Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in which IT techniques are involved in the management of the aspects of such an interaction. This article presents assessment-related aspects of an existing CSCL script authoring and deployment platform called COSTLyP. Assessment, nowadays, is considered as a vital constituent of CSCL scripts since it may affect some of their necessary components and mechanisms. The outcome of the implementation of an assessment plan may determine what should be the next step in a collaboration activity or what actions should be undertaken to bridge the gap between the expected results and the achieved level of knowledge or expertise. At the same time, assessment can also verify the regulation level that is required within each group; consequently, these scripts should be flexibly designed in order to adapt their evolution to the real needs of the participants.

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Flórez-Aristizábal, Leandro, César Alberto Collazos, Sandra Cano, and Andrés Solano. "CollabABILITY Cards: Supporting Researchers and Educators to Co-Design Computer-Supported Collaborative Learning Activities for Deaf Children." Sustainability 14, no. 22 (November 8, 2022): 14703. http://dx.doi.org/10.3390/su142214703.

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Implementing Collaborative Learning (CL) activities to support the education of children is something that must be carefully designed to achieve the desired goals since just having a group of children working on the same activity does not guarantee proper collaboration. It is something that goes from defining the profile of the students to structuring the collaboration according to the learning objectives, the number of children per group, roles defined, and shared resources among others. Designing Computer-Supported Collaborative Learning (CSCL) activities may be even harder to achieve when collaboration is trying to be accomplished by children with some kind of disability due to differences in the way they communicate or understand the world around them, which is why in this study we decided to focus on designing CSCL activities for deaf children. Since there is not a clear path in the literature to achieve effective collaboration among deaf learners, we propose four stages to be followed through a set of 27 cards that were designed to guide designers/developers and educators through the process of co-designing such activities. The cards were implemented in such a way that they were easy to follow along with, with templates that allowed designers of the CL activity to register all the information related to it. Digital and printed versions of the cards were evaluated by researchers and educators with satisfactory results and a prototype for mobile devices was developed and tested by children through individual and collaborative learning activities.

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Afrahamiryano, Afrahamiryano, I. Wayan Dasna, and Habiddin Habiddin. "Tinjauan Sistematis tentang Collaborative Learning pada Bidang Kimia." Edukimia 4, no. 3 (November 9, 2022): 131–50. http://dx.doi.org/10.24036/ekj.v4.i3.a432.

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Collaborative Learning (CL) is a learning model that implies cooperation in a group consisting of two or more people to achieve a common goal while respecting each individuals contribution as a whole. CL is more synonymous with social interaction. In the learning process, the centre of attention is the interaction of educators with students, interactions between students, and interactions of students with their environment. The purpose of this review is to look at global trends related to CL research in the field of Chemistry Education. Obtained 62,555 articles discussing CL with various keywords, 88 of which are relevant to the purpose of this article review. After being mapped, there are five research themes related to CL, namely (1) CL based on student activities and the role of educators, (2) Collaboration Strategy for STEM, (3) CL based game, (4) Computer-supported collaborative learning (CSCL), and (5) CL in Laboratory Work. Based on the review findings, research related to CL has excellent potential to be continued and developed, such as collaboration with STEM, games, practicum in the laboratory, and CSCL.

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Capdeferro, Neus, and Margarida Romero. "Are online learners frustrated with collaborative learning experiences?" International Review of Research in Open and Distributed Learning 13, no. 2 (April 13, 2012): 26. http://dx.doi.org/10.19173/irrodl.v13i2.1127.

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Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC). Results revealed that frustration is a common feeling among students involved in online collaborative learning experiences. The perception of an asymmetric collaboration among the teammates was identified by the students as the most important source of frustration. Online learners also identified difficulties related to group organization, the lack of shared goals among the team members, the imbalance in the level of commitment and quality of the individual contributions, the excess time spent on the online CSCL tasks, the imbalance between the individual and collective grades, and difficulties in communication, among other factors leading to frustration. The analysis of the students’ sources of frustration in online CSCL is followed by a list of recommendations to the distance education stakeholders, aiming to reduce students’ frustration and improve the quality of their experiences in online CSCL contexts such as the UOC.

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LEHTONEN, TUIJA, and SIRPA TUOMAINEN. "CSCL – a tool to motivate foreign language learners: The Finnish application." ReCALL 15, no. 1 (May 2003): 51–67. http://dx.doi.org/10.1017/s095834400300051x.

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This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

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Lämsä, Joni, Pablo Uribe, Abelino Jiménez, Daniela Caballero, Raija Hämäläinen, and Roberto Araya. "Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning." Journal of Learning Analytics 8, no. 1 (April 9, 2021): 113–25. http://dx.doi.org/10.18608/jla.2021.7118.

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Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners’ needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model’s accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.

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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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Lockhorst, Ditte, Wilfried Admiraal, and Albert Pilot. "CSCL in teacher training: what learning tasks lead to collaboration?" Technology, Pedagogy and Education 19, no. 1 (March 2010): 63–78. http://dx.doi.org/10.1080/14759390903579190.

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Kim, Soo Hyun. "The effect of Pre-training and Collaboration script types on Collaboration skills and Shared meatal model in CSCL." Journal of the Korea Academia-Industrial cooperation Society 13, no. 11 (November 30, 2012): 4984–93. http://dx.doi.org/10.5762/kais.2012.13.11.4984.

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Kalir, Jeremiah Holden. "Equity-oriented design in open education." International Journal of Information and Learning Technology 35, no. 5 (November 5, 2018): 357–67. http://dx.doi.org/10.1108/ijilt-06-2018-0070.

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Purpose The purpose of this paper is threefold: to describe the equity-oriented design of a publicly accessible and openly networked computer-supported collaborative learning (CSCL) initiative that has supported educator discussion about equity topics; to identify design principles for equity-oriented design in open education; and to propose a model for the design of open learning initiatives that are mutually committed to educational equity and educational openness. Design/methodology/approach This paper draws from design-based research methodology, specifically design narrative and the worked example. The paper is one response to the need for more “designerly work” in the learning sciences, generally, and more specifically in domains such as CSCL. Findings Four design principles are identified that informed the equity-oriented creation and iteration of the Marginal Syllabus, an open CSCL initiative: leveraging the open web, fostering multi-stakeholder partnerships, working with open content and engaging professional learning as an open practice. This paper also advances the open palimpsests model for equity-oriented design in open education. The model integrates design principles to assist CSCL and open education designers and researchers in creating or iterating projects to be more equity-oriented learning opportunities. Originality/value This paper’s design narrative identifies Marginal Syllabus design principles and advances the open palimpsests model for equity-oriented design in open education. The design narrative demonstrates how critical perspectives on the relationship between equity and digital technology can encourage collaboration among diverse project stakeholders, attune to the dynamics of power and agency and respond to the worldly needs of partners and participants.

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Chai, Ching-Sing, and Seng-Chee Tan. "Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach." Teachers College Record: The Voice of Scholarship in Education 111, no. 5 (May 2009): 1296–327. http://dx.doi.org/10.1177/016146810911100503.

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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.

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Hämäläinen, Raija, and Maarit Arvaja. "Scripted Collaboration and Group‐Based Variations in a Higher Education CSCL Context." Scandinavian Journal of Educational Research 53, no. 1 (February 2009): 1–16. http://dx.doi.org/10.1080/00313830802628281.

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Splichal, Jin Michael, Jun Oshima, and Ritsuko Oshima. "Regulation of collaboration in project-based learning mediated by CSCL scripting reflection." Computers & Education 125 (October 2018): 132–45. http://dx.doi.org/10.1016/j.compedu.2018.06.003.

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Nilsson, Stefan. "Design Patterns for Visualization of User Activities in a Synchronous Shared Workspace." International Journal of Advanced Corporate Learning (iJAC) 8, no. 3 (October 8, 2015): 42. http://dx.doi.org/10.3991/ijac.v8i3.4918.

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Scholars in fields such as Computer-Supported Collaborative Learning (CSCL) have extensively covered the general theme of distributed collaboration in the past few decades. Recent advances in web technologies have pushed forward the boundaries of what is possible to create on the web, aiding the development of various types of collaborative software. Standing on the shoulders of previous research, and in the light of the new web technologies, we here outline the development of what we label a “synchronous shared workspace”. The purpose of the system is to serve as a web-based collaboration tool for small groups of geographically and/or temporally dispersed persons within a learning context. Designing this type of system presents interesting challenges on how to graphically visualize the presence of others and their activities, i.e. awareness information. Further, the system provides other types of functionalities such as visualizing previous activities and real-time manipulation of media objects that provides challenges for designers. Utilizing a “design pattern” approach, this paper explores visualization patterns for collaboration in shared workspaces in order to support mutual awareness and coordination activities. Five design patterns were implemented in the system and evaluated by a small group of online learners. The results support the notion that visualization of awareness information is a complex issue and that the work to provide effortless coordination of collaboration is a research interest that needs more attention.

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Kopp, Birgitta Maria. "Evaluating Social Interaction and Support Methods Over Time." International Journal of Online Pedagogy and Course Design 4, no. 3 (July 2014): 1–17. http://dx.doi.org/10.4018/ijopcd.2014070101.

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This research focuses on the evaluation of social interaction and support methods for computer-supported collaborative learning over the period of one semester. Specifically, there are three main topics for investigation: first, the subjective evaluation of social interaction and support methods, second, the students' perceptions of these over time, and third, the correlations between social interaction and support methods. Results indicate a specific pattern regarding important aspects of social interaction indicating possible problems in group dynamics (especially relating to taking responsibility). This evaluation pattern remains nearly constant over time. Furthermore, correlation analyses show strong connections between the design of group work and group dynamics, indicating a positive influence of support methods on problematic dimensions of social interaction. As this relation is strongest during the middle phase of collaboration, this study gives a first indication that also CSCL groups may go through the storming and norming stage of collaboration. These findings substantiate the necessity of providing support for computer-based learning.

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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, and Satoko Sugie. "Global Teacher Training Based on a Multiple Perspective Assessment." International Journal of Information Systems and Social Change 2, no. 1 (January 2011): 16–30. http://dx.doi.org/10.4018/jissc.2011010102.

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The main objective of this project is to design and implement Web-based collaborative environments for a global training based on a multiple perspective assessment for future and novice ALTs (Assistant Language Teachers) who will come to Japan from various parts of the world. The system was created in order to give better chances to acquire professional knowledge in advance with support from experienced senior teachers, both Japanese teachers and former ALTs. Computer Support for Collaborative Learning (CSCL) was adopted as a platform for their online discussion with much focus on multiple perspective assessment to support social and personalized aspects such as individual accountability and contribution to the collaboration. Initial results are reported using the analysis of system design and the Web-based questionnaire answered by the participants involved in this knowledge-building forum.

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Van Leeuwen, Anouschka. "Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload." Journal of Learning Analytics 2, no. 2 (December 7, 2015): 138–62. http://dx.doi.org/10.18608/jla.2015.22.11.

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Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much empirical evidence is available yet concerning the effects of LA on how teachers diagnose student progress and intervene during students’ learning activities. The goal of this paper is to summarize the empirical work that was undertaken recently concerning the effect of various types of LA tools on teacher regulation of collaboration groups of students, and to describe the theoretical mechanisms by which LA tools may support teachers in synchronous, moment-to-moment regulation of computer-supported collaborative learning. The hypothesized mechanisms are that LA tools can 1) aggregate information to a manageable level and thereby lower information load, 2) steer the focus of the teacher’s attention, and 3) increase the teacher’s confidence concerning the diagnosis of the situation. In the final section, the role of teacher goals and beliefs in the use of LA tools is discussed, which is argued should be kept in mind when implementing LA in classroom situations.

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Kim, Eun-young, and Hyowon Kim. "A Study on the Characteristics of Collaboration Process in CSCL through Discourse Analysis." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 5 (March 15, 2021): 891–906. http://dx.doi.org/10.22251/jlcci.2021.21.5.891.

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Garshasbi, Soheila, Brian Yecies, and Jun Shen. "Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system." STEM Education 1, no. 4 (2021): 225. http://dx.doi.org/10.3934/steme.2021016.

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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.

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Kim, Chunju, Semin Yim, and Yoonhee Shin. ""Exploring the Effect of Collaboration Script Support on CSCL Discussion Considering Presage and Regulation Pattern"." Journal of Humanities and Social sciences 21 13, no. 4 (August 30, 2022): 607–22. http://dx.doi.org/10.22143/hss21.13.4.43.

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Gress, Carmen L. Z., and Allyson F. Hadwin. "Advancing educational research on collaboration through the use of gStudy computer-supported collaborative learning (CSCL) tools: Introduction to special issue." Computers in Human Behavior 26, no. 5 (September 2010): 785–86. http://dx.doi.org/10.1016/j.chb.2008.12.003.

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Hauck, David Johannes, and Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course." Education Sciences 11, no. 9 (August 31, 2021): 485. http://dx.doi.org/10.3390/educsci11090485.

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Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students’ feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.

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Kok, Ayse. "Volunteering In the Digital Age: A Study of Online Collaboration Tools From The Perspective Of CSCL." i-manager's Journal of Educational Technology 8, no. 3 (December 15, 2011): 45–57. http://dx.doi.org/10.26634/jet.8.3.1639.

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Vega, Natalia, James Stanfield, and Sugata Mitra. "Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools." Education and Information Technologies 25, no. 3 (November 1, 2019): 1571–84. http://dx.doi.org/10.1007/s10639-019-10023-3.

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Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention and little is known about the ability of young students with access to the Internet to read complex texts in groups and how this impacts on individual reading comprehension scores. This study therefore examines the impact of combining the use of complex texts, collaborative learning and access to the internet on the reading comprehension scores of 58 fourth-grade students (ages 10-11). The students met once a week for an hour over six consecutive weeks and read under the following three conditions: eighth grade level texts independently, eighth grade level texts in groups with internet access and fourth grade level texts in groups with internet access. Our findings demonstrate that groups of young students with access to the internet are capable of reading complex texts with minimal teacher intervention. We also believe that this approach has the potential to help students develop both their offline and online reading comprehension skills.

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Popov, Vitaliy, Harm J. A. Biemans, Karen P. J. Fortuin, Arnold J. H. van Vliet, Gijsbert Erkens, Martin Mulder, Jos Jaspers, and Yaoran Li. "Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment." Learning, Culture and Social Interaction 21 (June 2019): 100–123. http://dx.doi.org/10.1016/j.lcsi.2019.02.004.

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Marcos-García, José-Antonio, Alejandra Martínez-Monés, and Yannis Dimitriadis. "DESPRO: A method based on roles to provide collaboration analysis support adapted to the participants in CSCL situations." Computers & Education 82 (March 2015): 335–53. http://dx.doi.org/10.1016/j.compedu.2014.10.027.

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Salihoun, Mohammed, Fatima Guerouate, Naoual Berbiche, and Mohamed Sbihi. "How to Assist Tutors to Rebuild Groups Within an ITS by Exploiting Traces. Case of a Closed Forum." International Journal of Emerging Technologies in Learning (iJET) 12, no. 03 (March 27, 2017): 169. http://dx.doi.org/10.3991/ijet.v12i03.6506.

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Computer Supported Collaborative Learning (CSCL) is a new mode of teaching and one of the popular approaches for learning process. It allows virtual interactions between groups by providing tools such as: chat, internal email and discussion forums. One of the major problems caused by this learning process is the neglect and isolation of learners in groups, and usually is the cause of a heterogeneous group through social, cognitive or emotional ways. The method used is based on the exploitation of traces left on the online learning platform by learners and groups. The data collected from the environment can be observed and exploited in order to build social and cognitive indicators. Our approach is to design a model which assists the tutor to rebuild groups who are not homogeneous in order to prevent their isolation and abandonment. Our model offers the tutor the opportunity to rebuild the groups in an automatic way and based on the characteristics of quantitative indicators of all learners. Our work allowed us to test our algorithm from a functional and technical point of view and also identifies real variables from a collaborative online learning. It also allowed us to evaluate six different indicators proposed for this experiment, showing that they may assist the tutor to rebuild many groups again. The results show us that after the rebuilding groups, there has been a lot of participation in the forum and a considerable number of shares and documents deposited to the forum for each group. This high frequency of interaction between learners, lead them to a fruitful collaboration, and a good quality work at the end. The integration of other more advanced indicators may provide to tutor a better visibility to rebuild the groups that face difficulties.

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Cheaib, Nader, Samir Otmane, and Malik Mallem. "A Collaborative Multi-Agent Framework for Internet-Based Teleoperation Systems." International Journal of Agent Technologies and Systems 5, no. 2 (April 2013): 31–54. http://dx.doi.org/10.4018/jats.2013040102.

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This paper presents a conceptual model of an agent (called Collaborator Agent) intended to design collaborative software architectures based on multi-agent systems. The authors’ model combines astutely two research areas: Multi-Agent Systems (MAS) and Computer Supported Cooperative Work (CSCW). The particularity of their approach is the division of the collaborative process into three spaces according to Ellis' 3C model: communication, coordination and production. In their work, the authors extend the 3C model by adding a fourth space: collaboration. Hence, the authors present a model based on four types of agents (collaboration, communication, coordination and production) supporting the whole set of collaborative tasks. The model is used to create the conceptual software architecture of their MAS. The authors apply their conceptual model on the ARITI-C system for collaborative online robot teleoperation. Finally, the authors present a quantitative evaluation of the collaboration process in ARITI-C.

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Li, Yan Feng, Hong Hong Mou, and Jian Gong Yu. "Establishment of CSCD in PTC Environment." Applied Mechanics and Materials 42 (November 2010): 200–203. http://dx.doi.org/10.4028/www.scientific.net/amm.42.200.

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Computer Supported Collaborative Design(CSCD) is the applicarion of Computer Supported Collaborative Work(CSCW) in the product design field. Based on the analyse of the key technologies and problems of CSCD, a CSCD design frame faced to product design is established. Then a CSCD system faced to radar key components is founded with Pro/INTRALINK software and re-exploiting technology. Some key processes are designed too, such as database management, workflow programming, information communication, file release, conflict identification and safety management. These will provide a reference for constructing a cooperative design environment.

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Wang, Hong Bo. "Research on the Group Collaborative Mode of CSCW." Advanced Materials Research 472-475 (February 2012): 2617–20. http://dx.doi.org/10.4028/www.scientific.net/amr.472-475.2617.

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The aim of computer support cooperative work (CSCW) research is to improve the level of collaborative work among group components. Therefore we must understand the collaborative mode among the members of group to direct the collaborative work and research. The research on group collaborative work mode in CSCW is to summarize the collaborative mode of human group under information society environment and direct the collaborative work technology research. The research on the group collaborative model of CSCW should be intensified further to abstract the features of group collaboration and direct the research on collaborative work technology. In CSCW field, there are many group collaborative modes, such as conversation model, meeting model, process model, activity model and so on.

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Wang, Zhong Wei, and Yan An. "The Analysis on the Construction of CSCW System and Group Collaborative Mode." Advanced Materials Research 756-759 (September 2013): 2966–70. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.2966.

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With the development and popularization of intranet/Extranet and Internet, it provides vast development space for manufacturing industry. The computer support cooperative work such as collaborative design and collaborative manufacturing based on web is presented under the background. Computer Support Cooperative Work (CSCW) is defined that in the environment supported by computer technology, a groupware cooperatively work to accomplish a common task. The paper is focus on the construction of CSCW system and group collaborative work mode in CSCW. The group collaborative model of CSCW should be intensified further to abstract the features of group collaboration and direct the research on collaborative work technology.

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Heldal, Ilona, Anthony Steed, Maria Spante, Ralph Schroeder, Sophia Bengtsson, and Marja Partanen. "Successes and Failures in Co-Present Situations." Presence: Teleoperators and Virtual Environments 14, no. 5 (October 2005): 563–79. http://dx.doi.org/10.1162/105474605774918679.

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Virtual environments systems based on immersive projection technologies (IPTs) offer users the possibility of collaborating intuitively in a 3D environment. While considerable work has been done to examine interaction in desktop-based collaborative virtual environments (CVEs), there are currently no studies for collaborative interaction using IPTs. The aim of this paper is to examine how immersive technologies support interaction and to compare this to the experience with desktop systems. A study of collaboration is presented where two partners worked together using networked IPT environments. The data collected included observations, analysis of video and audio recordings, questionnaires and debriefing interviews from both IPT sites. This paper focuses on the successes and failures in collaboration through detailed examination of particular incidents during the interaction. We compare these successes and failures with the findings of a study by Hindmarsh, Fraser, Heath, & Benford (Computer Supported Collaborative Work, CSCW'98, 1998, pp. 217–226) that examined object-focused interaction on a desktop-based CVE system. Our findings identify situations where interaction is better supported with the IPT system than the desktop system, and situations where interaction is not as well supported. We also present examples of how social interaction is critical to seamless collaboration.

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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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Stahl, Gerry, Nancy Law, and Friedrich Hesse. "Collaborative Learning at CSCL 2013." International Journal of Computer-Supported Collaborative Learning 8, no. 3 (August 9, 2013): 267–69. http://dx.doi.org/10.1007/s11412-013-9179-y.

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Ai, Yong, Bing He, Han Liu, and Xiao Hu Liu. "A Smart Time-Space Collaborative System for Construction and Design in Digital Cities." Applied Mechanics and Materials 357-360 (August 2013): 1696–99. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.1696.

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This article argues that distributed intelligent resource must be integrated in construction and engineering design in a digital era. With a view of CSCW, CSCD and VDS, we bring forward a digital collaborative system for construction and engineering design. On the scale change from individual - group-organization-public, this system has different content, value and technical request. At last we predict a further research of this digital collaborative system.

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Journal articles on the topic 'CSCL, Collaboration'

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