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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== Web 3.0 and Computer-Supported Collaborative Learning (CSCL) ==

The [[World Wide Web]] began as information sharing on [[Static web page|static webpages]] accessible on a computer through the use of a [[web browser]]. As more interactive capabilities were added, it evolved into [[Web 2.0]], which allowed for [[user-generated content]] and participation (e.g. [[Social networking service|social networking]]). This opened up many new possibilities for computer-supported collaborative learning (CSCL) using the Internet. The internet is now entering a new phase, [[Semantic Web|Web 3.0]] or the [[Semantic Web]], which is characterized by the greater [[interconnectivity]] of [[machine-readable data|machine-readable]] data from many different sources. New intelligent technology applications will be able to manage, organize and create meaning from this data,<ref name=":0">{{Cite journal|date=2013-02-08|title=Web 3.0 technology: It's the business!|journal=Strategic Direction|volume=29|issue=3|pages=8–10|doi=10.1108/02580541311304571|issn=0258-0543}}</ref> which will have a significant impact on CSCL.

on CSCL.

The interconnectivity of machine-readable data with semantic tags means that searches will be greatly enhanced. Search results will be more relevant, recommendations of resources thewill assistancebe made based on search terms and results will include [[multimedia]] content.<ref name=":0" /><ref>{{Cite journal|last1=Allison|first1=Mark|last2=Kendrick|first2=Lynn Marie|date=2015-12-01|title=Toward Education 3.0: Pedagogical Affordances and Implications of anSocial instructorSoftware and the Semantic Web|journal=New Directions for Teaching and Learning|language=en|volume=2015|issue=144|pages=109–119|doi=10.1002/tl.20167|issn=1536-0768|url=https://deepblue.lib.umich.edu/bitstream/2027.42/116348/1/tl20167.pdf|hdl=2027.42/116348}}</ref><ref name=":2">{{Cite journal |last=Morris |first=Robin D. |date=2011-01-01 |title=Web 3.0: Implications for Online Learning |journal=TechTrends |language=en |volume=55 |issue=1 |pages=42–46 |doi=10.1007/s11528-011-0469-9 |s2cid=57070903|issn=8756-3894 |s2cid=57070903}}</ref><ref>{{Cite Throughjournal|last1=Halimi|first1=Khaled|last2=Seridi-Bouchelaghem|first2=Hassina|date=2015-01-01|title=Semantic theweb usebased oflearning Webstyles 3.0,identification groupsfor andsocial communitieslearning canenvironments be formedpersonalization|journal=Web according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledgeIntelligence|language=en|volume=13|issue=1|pages=3–29|doi=10.3233/web-150307|issn=2405-6456}}</ref name=":2" />

New Web 3.0 capabilities for learners include enhanced tools for managing learning, allowing them to [[Self-regulated learning|self-regulate]] and [[Co-regulation|co-regulate]] learning without the assistance of an instructor.<ref name=":2" /> Through the use of Web 3.0, groups and communities can be formed according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledge.<ref name=":2" />

Teachers can benefit from these same capabilities to manage their teaching.<ref name=":5">{{Cite journal|last=Jafari|first=Ali|date=2002|title=Conceptualizing Intelligent Agents for Learning and Teaching|url=https://www.educause.edu/ir/library/pdf/eqm0235.pdf|journal=Educause Quarterly|volume=25 |issue=3|pages=28–34}}</ref> In addition, the software for Web 3.0 collaboration will include using data from group communications, which then generates how much each individual has collaborated based on how often they communicate and how long their messages are.<ref name=":1">{{Cite journal|last1=Jeong|first1=Heisawn|last2=Hmelo-Silver|first2=Cindy E.|date=2016-04-02|title=Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?|journal=Educational Psychologist|volume=51|issue=2|pages=247–265|doi=10.1080/00461520.2016.1158654|s2cid=146868775|issn=0046-1520}}</ref>

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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=2024-11-24 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 ==