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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==== 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 ==