Computer-supported collaborative learning: Difference between revisions

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'''Computer-supported collaborative learning''' ('''CSCL''') is a [[pedagogical]] approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and [[learning|construction of knowledge]] among participants using technology as their primary means of communication or as a common resource.<ref name="stahl">Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), [http://gerrystahl.net/cscl/CSCL_English.pdf Cambridge handbook of the learning sciences] (pp. 409-426). Cambridge, UK: Cambridge University Press.</ref> CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

The study of computer-supported collaborative learning draws on a number of academic disciplines, including [[instructional technology]], [[educational psychology]], [[sociology]], [[cognitive psychology]], and [[social psychology]].<ref>Hmelo-Silver, C.E. (2006). Analyzing collaborative learning: Multiple approaches to understanding processes and outcomes. Proceedings of the 7th international conference on Learning sciences, USA, 1059-1065. {{ISBN|0-8058-6174-2}}</ref> It is related to [[collaborative learning]] and [[computer-supported cooperative work|computerComputer supportedSupported cooperativeCooperative work (CSCW)Work]].

==History==

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Group exploration refers to the shared discovery of a place, activity, environment or topic among two or more people. Students do their exploring in an online environment, use technology to better understand a physical area, or reflect on their experiences together through the Internet. [[Virtual worlds]] like [[Second Life]] and [[Whyville]] as well as synchronous communication tools like [[Skype]] may be used for this kind of learning.<ref>{{cite journal | last1 = Nelson | first1 = B. | last2 = Ketelhut | first2 = D. | year = 2008 | title = Exploring embedded guidance and self-efficacy in educational multi-user virtual environments | journal = International Journal of Computer-Supported Collaborative Learning | volume = 3 | issue = 4| pages = 413–27 | doi = 10.1007/s11412-008-9049-1 | s2cid = 17154019 }}</ref><ref>{{cite journal | last1 = Ioannidou | first1 = A. | last2 = Repenning | first2 = A. | last3 = Webb | first3 = D. | last4 = Keyser | first4 = D. | last5 = Luhn | first5 = L. | last6 = Daetwyler | first6 = C. | year = 2010 | title = Mr. Vetro: A Collective Simulation for teaching health science | journal = International Journal of Computer-Supported Collaborative Learning | volume = 5 | issue = 2| pages = 141–66 | doi = 10.1007/s11412-010-9082-8 | s2cid = 10889425 }}</ref> Educators may use Orchestration Graphs to define activities and roles that students must adopt during learning, and analyzing afterwards the learning process.<ref>Haklev, S., Faucon, L. P., Hadzilacos, T., & Dillenbourg, P. (2017). [https://infoscience.epfl.ch/record/230014/files/ECTEL%20FROG%20Demo.pdf ''FROG: rapid prototyping of collaborative learning scenarios'']</ref>

Problem-based learning is a popular instructional activity that lends itself well to CSCL because of the social implications of problem solving. Complex problems call for rich group interplay that encourages collaboration and creates movement toward a clear goal.<ref name="lu">{{cite journal | last1 = Lu | first1 = J. | last2 = Lajoie | first2 = S. | last3 = Wiseman | first3 = J. | year = 2010 | title = Scaffolding problem-based learning with CSCL tools | journal = International Journal of Computer-Supported Collaborative Learning | volume = 5 | issue = 3| pages = 283–98 | doi = 10.1007/s11412-010-9092-6 | s2cid = 2348196 | doi-access = free }}</ref><ref>{{cite journal | last1 = Koschmann | first1 = T. | last2 = Feltovich | first2 = P. | last3 = Myers | first3 = A. | last4 = Barrows | first4 = H. | year = 1992 | title = Implications of CSCL for problem-based learning:Special issue on computer supported collaborative learning | journal = Journal of the LearningACM SciencesSIGCUE Outlook| volume = 21 | issue = 3| pages = 32–35 | doi = 10.1145/130893.130902 | s2cid = 45760984 }}</ref>

[[Project-based learning]] is similar to problem-based learning in that it creates impetus to establish team roles and set goals. The need for collaboration is also essential for any project and encourages team members to build experience and knowledge together. Although there are many advantages to using software that has been specifically developed to support collaborative learning or project-based learning in a particular ___domain, any file sharing or communication tools can be used to facilitate CSCL in problem- or project-based environments.<ref>{{cite journal | last1 = Blumenfeld | first1 = P. | last2 = Soloway | first2 = E. | last3 = Marx | first3 = R. | last4 = Krajcik | first4 = J. | last5 = Guzdial | first5 = M. | last6 = Palincsar | first6 = A. | year = 1991 | title = Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning | journal = Educational Psychologist | volume = 26 | issue = 3/4| page = 369 | doi = 10.1080/00461520.1991.9653139 }}</ref>

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=== Cultural considerations ===

[[Culture]] may be thought of as composed of "beliefs, norms, assumptions, knowledge, values, or sets of practice that are shared and form a system".<ref>Rapport, N. (2014). Social and cultural anthropology: The key concepts. Routledge.</ref> [[Learning communities]] focused in whole or part on second language acquisition may often be distinctly multicultural in composition, and as the cultural background of individual learners affects their collaborative norms and practices, this can significantly impact their ability to learn in a CSCL environment.<ref name="doi.org">{{cite journal | last1 = Economides | first1 = Anastasios A. | year = 2008 | title = Culture‐awareCulture-aware collaborative learning. | journal = Multicultural Education & Technology Journal | volume = 2 | issue = 4| pages = 243–267 | doi = 10.1108/17504970810911052 }}</ref>

CSCL environments are generally valued for the potential to promote collaboration in cross-cultural learning communities. Based on [[social constructivist]] views of learning,<ref>Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes.</ref> many CSCL environments fundamentally emphasize learning as the co-construction of knowledge through the computer-mediated interaction of multivoiced community members. Computer-mediation of the learning process has been found to afford consideration of alternative viewpoints in multicultural/multilingual learning communities.<ref>Atsumi, T., Misumi, J., Smith, P., Peter, B., Peterson, M., Tayeb, M., … Tanzer, N. (1989). Groups, leadership and social influence. Recent Advances in Social Psychology: An International Perspective, 369–428.</ref> When compared to traditional face-to-face environments, computer-mediated learning environments have been shown to result in more equal levels of participation for ESL students in courses with native English speakers.<ref>{{cite journal | last1 = Warschauer | first1 = M | year = 2005 | title = Comparing face-to-face and electronic discussion in the second language classroom | journal = CALICO Journal | volume = 13 | issue = 2–3| pages = 7–26 | doi = 10.1558/cj.v13i2-3.7-26 | s2cid = 143109767 }}</ref> Language barriers for non-native speakers tend to detract from equal participation in general,<ref>{{cite journal | last1 = Gunawardena | first1 = C. N. | last2 = Nolla | first2 = A. C. | last3 = Wilson | first3 = P. L. | last4 = Lopez-Islas | first4 = J. R. | last5 = Ramirez-Angel | first5 = N. | last6 = Megchun-Alpizar | first6 = R. M. | year = 2001 | title = A cross‐culturalcross-cultural study of group process and development in online conferences | journal = Distance Education | volume = 22 | issue = 1| pages = 85–121 | doi = 10.1080/0158791010220106 | s2cid = 144342720 }}</ref> and this can be alleviated to some extent through the use of technologies which support asynchronous modes of written communication.<ref>{{cite journal | last1 = Ku | first1 = H.-Y. | last2 = Lohr | first2 = L. L. | year = 2003 | title = A case study of Chinese student's attitudes toward their first online learning experience | journal = Educational Technology Research and Development | volume = 51 | issue = 3| pages = 95–102 | doi = 10.1007/bf02504557 | s2cid = 27659143 }}</ref><ref>{{Citation |last1=Kalitvianski |first1=Ruslan |title=Multilingual Access to Educational Material Through Contributive Post-editing of MT Pre-translations by Foreign Students |date=2015 |url=http://link.springer.com/10.1007/978-3-319-25515-6_10 |work=Advances in Web-Based Learning -- ICWL 2015 |volume=9412 |pages=109–118 |editor-last=Li |editor-first=Frederick W.B. |place=Cham |publisher=Springer International Publishing |doi=10.1007/978-3-319-25515-6_10 |isbn=978-3-319-25514-9 |access-date=2022-08-13 |last2=Bellynck |first2=Valérie |last3=Boitet |first3=Christian |series=Lecture Notes in Computer Science |editor2-last=Klamma |editor2-first=Ralf |editor3-last=Laanpere |editor3-first=Mart |editor4-last=Zhang |editor4-first=Jun}}</ref>

Online learning environments however tend to reflect the cultural, [[epistemological]], and [[pedagogical]] goals and assumptions of their designers.<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. ''Australasian Journal of Educational Technology'', 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1822</ref> In computer-supported collaborative learning environments, there is evidence that cultural background may impact learner motivation, attitude towards learning and e-learning, learning preference (style), computer usage, learning behavior and strategies, academic achievement, communication, participation, knowledge transfer, sharing and collaborative learning.<ref name="doi.org"/> Studies variously comparing Asian, American and Danish and Finnish learners have suggested that learners from different cultures exhibit different interaction patterns with their peers and teachers in online.<ref>{{cite journal | last1 = Kim | first1 = K.-J. | last2 = Bonk | first2 = C. J. | year = 2002 | title = Cross-cultural Comparisons of Online Collaboration | journal = Journal of Computer-Mediated Communication | volume = 8 | issue = 1| doi = 10.1111/j.1083-6101.2002.tb00163.x }}</ref> A number of studies have shown that difference in Eastern and Western educational cultures, for instance, which are found in traditional environments are also present in online environments.<ref>{{cite journal | last1 = Liang | first1 = A. | last2 = McQueen | first2 = R. J. | year = 1999 | title = Computer assisted adult interactive learning in a multi-cultural environment | journal = Adult Learning | volume = 11 | issue = 1| pages = 26–29 | doi = 10.1177/104515959901100108 | s2cid = 142608355 }}</ref><ref>{{cite journal | last1 = Thompson | first1 = L. | last2 = Ku | first2 = H. | year = 2005 | title = Chinese graduate students' experiences and attitudes toward online learning | journal = Educational Media International | volume = 42 | issue = 1| pages = 33–47 | doi = 10.1080/09523980500116878 | s2cid = 143262443 }}</ref> Zhang<ref>{{cite journal | last1 = Zhang | first1 = J | year = 2007 | title = A cultural look at information and communication technologies in Eastern education | journal = Educational Technology Research and Development | volume = 55 | issue = 3| pages = 301–314 | doi = 10.1007/s11423-007-9040-y | s2cid = 15096178 }}</ref> has described Eastern education as more group-based, teacher-dominated, centrally organized, and examination-oriented than Western approaches. Students who have learned to learn in an Eastern context emphasizing teacher authority and standardized examinations may perform differently in a CSCL environment characterized by [[peer critique]] and co-construction of [[educational artifacts]] as the primary mode of assessment.

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==== Non-immersive and Immersive 3D Virtual Environments ====

Through the use of [[3D game graphics|3D gaming]], users can simulate lives of others while providing their knowledge throughout the 3D environment as an [[avatar (computing)|avatar]]. These 3D environments also foster [[simulation]] and scenario building<ref name=":2" /> for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities.<ref name=":3">{{Cite journal|title=Web 3.0 in education {{!}} Editură acreditată CNCSIS, Editura Universitară|journal=Editura Universitara|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073|year=2012|last1=Ana-Maria|first1=Chisega-Negrila|doi-broken-date=11 July 2025 }}</ref> Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds.<ref name=":4">{{Cite book|last1=Jackson|first1=Randolph L.|last2=Fagan|first2=Eileen|title=Proceedings of the third international conference on Collaborative virtual environments |chapter=Collaboration and learning within immersive virtual reality |date=2000|series=CVE '00|___location=New York, NY, USA|publisher=ACM|pages=83–92|doi=10.1145/351006.351018|isbn=978-1581133035|citeseerx=10.1.1.578.7524|s2cid=4621785}}</ref> [[Virtual reality headset|Virtual Reality (VR) headsets]] are sometimes used to give users a full immersion experience, into these 3D virtual worlds. This allows users to interact with each other in real time and simulate different learning situations with other users. These learning experiences and environments vary between fields and learning goals.<ref name=":3" /> Certain virtual reality headsets allow users to communicate with each other while being in different physical locations.<ref name=":4" />

== Multimodal literacy development in CSCL ==

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1. An idea group size is around 3 to 4 people.

2. A duration between 1 and 4 weeks demonstrate better effects. The criticisms version indicate in the case of short term course the interactions networks not consolidate.<ref>{{cite journal|doi=10.1016/j.heliyon.2020.e03287|title=Interaction through mobile technology in short-term university courses|year=2020|last1=Mena-Guacas|first1=Andrés F.|last2=Velandia r|first2=Camilo A.|journal=Heliyon|volume=6|issue=2|pages=e03287|doi-access=free |pmid=32055731|pmc=7005450|bibcode=2020Heliy...603287M }}</ref>

=== Professional Teaching Community ===

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* [[Mobile Computer Supported Collaborative Learning]]

* [[Online community of practice]]

* [[Virtual Collaborative Learning]]

==References==