Computer-supported collaborative learning: Difference between revisions

Revision as of 09:22, 27 December 2021

Revision as of 00:53, 14 January 2022

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=== History ===

[[Dyslexia]] primarily involves difficulties with reading, spelling and sentence structure, transposition, memory, organization and time management, and lack of confidence.<ref name="Woodfine 2006">Woodfine, et. al. (2006). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!. Science Direct, 703-717.</ref> Dyslexia has in the past two decades become increasingly present in research and legislation. The United Kingdom passed the [[Disability Discrimination Act 1995]] in which institutions were required to “reasonably"reasonably adjust”adjust" instruction for students with disabilities, particularly physical and sensory disabilities; in 2002, the [[Special Educational Needs and Disability Act 2001|Special Education Needs and Disabilities Act]] adjusted the legislation to include learning disabilities.

The [[Americans with Disabilities Act of 1990]] (ADA) established that all students with disabilities must be included in all state and districtwide assessments of student progress. The ADA also guarantees equal accommodation for the disabled in, “employment"employment, public accommodations, state and local government services, transportation, and telecommunications.”"<ref name="Woodfine 2006"/>

In recent years, tools such as WebHelpDyslexia and other capabilities of web applications have increased the availability of tools to provide coping skills for students with dyslexia.<ref>{{cite journal | last1 = Avelar | first1 = L. O. | last2 = Rezende | first2 = G. C. | last3 = Friere | first3 = A. P. | year = 2015 | title = WebHelpDyslexia: a browser extension to adapt web content for people with dyslexia | journal = Procedia Computer Science | volume = 67 | pages = 150–159 | doi = 10.1016/j.procs.2015.09.259 }}</ref>

=== Research on Dyslexia in E-Learning Environments ===

In 2006, Woodfine argued that dyslexia can impact the ability of a student to participate in synchronous e-learning environments, especially if activities being completed are text-based. During experimental qualitative research, Woodfine found that data suggested “learners"learners with dyslexia might suffer from embarrassment, shame and even guilt about their ability to interact with other learners when in a synchronous environment.”"<ref name="Woodfine 2006"/>

In a study by Fichten et al., it was found that assistive technology can be beneficial in aiding students with the progression of their reading and writing skills. Tools such as spell check or text-to-speech can be helpful to learners with dyslexia by allowing them to focus more on self-expression and less on errors.<ref name="Alsobhi, A. 2015">{{cite journal | last1 = Alsobhi | first1 = A. | last2 = Khan | first2 = N. | last3 = Rahanu | first3 = H. | year = 2015 | title = Personalised learning materials based on dyslexia types: ontological approach | journal = Procedia Computer Science | volume = 60 | pages = 113–121 | doi = 10.1016/j.procs.2015.08.110 }}</ref>

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=== Design implications ===

Alsobhi, et al., examined assistive technologies for dyslexic students and concluded that the most fundamental considerations to be had when serving students of this population are: “the"the learning styles that people with dyslexia exhibit, and how [[assistive technology]] can be adapted to align with these learning behaviors.”"<ref name="Alsobhi, A. 2015"/>

The [http://www.sciencedirect.com/science/article/pii/S1877050915012673 Dyslexia Adaptive E-Learning] (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:

*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref name="ReferenceA">{{cite journal | last1 = Alsobhi | first1 = A. | last2 = Khan | first2 = N. | last3 = Rahanu | first3 = H. | year = 2015 | title = DAEL framework: a new adaptive e-learning framework for students with dyslexia | journal = Procedia Computer Science | volume = 51 | pages = 1947–1956 | doi = 10.1016/j.procs.2015.05.459 }}</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref name="ReferenceA"/>

*perceived usefulness: Defined as how a student's performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users’users' decision on whether to use a system again. Scaffolding as well as accommodations to the student's learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref name="ReferenceA"/>

*system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content shouldb be logical and the tone (attitude) of content should be encouraging.<ref name="ReferenceA"/>

=== 508 Compliance & the implications for Educators ===

Educators that choose to use the CSCL environment must be aware of [https://www.section508.gov/content/learn 508 compliance] and its legal implications. “In"In the U.S., the criteria for designing Web pages accessibly are provided by two major sets: the W3C's [[Web Content Accessibility Guidelines|Web Accessibility Guidelines]] (WCAG) and the design standards issued under U.S. federal law, [[Section 508 Amendment to the Rehabilitation Act of 1973|Section 508 of the Rehabilitation Act]], as amended in 1998.1 Features of accessible design include, among others, the provision of ALT tags for nontextual elements, such as images, animations and image map hot spots; meaningful link text; logical and persistent page organization, and the inclusion of skip navigation links."<ref>{{cite journal | last1 = Schmetzke | first1 = Axel | last2 = Comeaux | first2 = David | year = 2009 | title = Accessibility Trends among Academic Library and Library School Web Sites in the USA and Canada | journal = Journal of Access Services | volume = 6 | issue = 1–2| pages = 137–152 | doi = 10.1080/15367960802286286 | s2cid = 143698667 }}</ref>

Unfortunately, not all educators are exposed to these guidelines, especially if their collegiate programs do not provide exposure to the use of computers, aspects of web design or technology in education. In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.

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==== * Videogame ====

Through capitalizing on students’students' gaming experiences by recognizing how they apply to the subject at hand, teachers can highlight the benefits of virtual learning environments and draw upon students’students' gaming experiences to understand their application of virtual learning across curricula. Educators need to choose the appropriate game for the particular subject to endorse their instruction and promote collaboration among students.

==== Multimodal composition: podcast, audio, video crafts in digital storytelling ====

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=== Applications for ELLs ===

Multimodal literacy can facilitate English learners’learners' literacy learning. It has provided opportunities for English learners to expand the interpretation of texts. (Ajayi, 2009) Specifically, English language learners can increase their language ability through computer-collaborative learning.

The multimodality platforms provide students, especially ELLs with an anxiety-free zone to collaborate with their peers in a virtual world in order to make meanings together. Technology self-efficacy increases ELLs’ELLs' level of independence and reduces their level of anxiety. (Mellati, Zangoei & Khademi, 2015) ELLs will have more motivation and self-confident while participating in online group projects to make contributions and share knowledge with their peers. As a result of collaborative learning, ELLs would expand their vocabulary, gain advanced and more academic grammars.

== CSCL in Post-Secondary Education ==

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====Research on CSCL in post-secondary education settings====

The applications of CSCL in post-secondary education demonstrate positive impacts on students’students' learning such as promoting learner interaction, motivation and understanding.<ref>{{Cite journal|last=Yang, N., Ghislandi, P., & Dellantonio, S|date=2018|title=Online collaboration in a large university class supports quality teaching|journal=Education Tech Research Dev|volume=66|issue=3|pages=671–69|doi=10.1007/s11423-017-9564-8|s2cid=67477303}}</ref> As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.

==== Developing Professional Skills ====

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=== Design Principles & Instructional Strategies for CSCL in Post-Secondary Education ===

The design principles for using CSCL can be considered from different perspectives. For technical use, instructors need to provide tutorials and online training modules to students.<ref name="Liu, L. & Lee, W 2012 135–145">{{Cite journal|last=Liu, L. & Lee, W|date=2012|title=Using an online learning management system as collaborative media to support adult learning: needs assessment|journal=International Journal of Technology in Teaching and Learning|volume=8|issue=2|pages=135–145}}</ref> For collaboration, students need time to plan and coordinate group work as well as instructors’instructors' support and guidance<ref>{{Cite journal|last=Vuopala, E., Hyvönen, P.,& Järvelä, S|date=2016|title=Interaction forms in successful collaborative learning in virtual learning environments|journal=Active Learning in Higher Education|volume=17|issue=1|pages=25–38|doi=10.1177/1469787415616730|s2cid=61799342}}</ref> on the discussions. Also, group size and composition should be taken into consideration for better quality of interaction.<ref name="Sung, Y.T., Yang, J.M. & Lee, H.Y. 2017 769–805">{{Cite journal|last=Sung, Y.T., Yang, J.M. & Lee, H.Y.|date=2017|title=The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis|journal=Review of Educational Research|volume=87|issue=4|pages=769–805|doi=10.3102/0034654317704307|pmid=28989193|pmc=5613807}}</ref> More instructional strategies are presented below.

==== Project-Based Settings Using Wikis ====

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Phase 1. Crisis of Authority

Users experience challenges due to unfamiliarity with the use of wiki and the unknown of other teammates’teammates' boundaries of being commented or revised on their writings.

Phase 2. Crisis of Relationship

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3. Engage learners with repeated wiki article assignments.

4. Provide timely feedback on students’students' discussion, participation and interaction.

==== Online Learning Management Systems ====

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==== Mobile Computer Supported Collaborative Learning ====

Mobile CSCL (mCSCL) is beneficial to students’students' learning achievements, attitude and interactions.<ref name="Sung, Y.T., Yang, J.M. & Lee, H.Y. 2017 769–805"/> The suggested design principles from CSCL include:

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

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=== Distance Learning ===

The European Union Comenius fund sponsored FISTE project which is concerned with the educational use of information and communication technologies (ICTs), specifically with the development and dissemination of a new pedagogical strategy for distance learning through in-service teacher education in schools across Europe.<ref>Thorsteinsson, G. & Page, T (2007) Computer Supportive Communication Learning Approach to Improve In-Service Teachers’Teachers' Education in Europe. FISTE - A Future Way For In-Service Teacher Training Across Europe.</ref> This project uses the online Virtual Learning Environment platform BSCW as a Computer Supportive Communication Learning tool to facilitate the way the participants work together. This work has involved schools and teacher training providers, building culturally different work in in-service teacher education in the participating countries. The value of using CSCL supported technology for in-service teacher education in Europe lies in the concept of hinterland. Cross-national courses like the FISTE would be difficult to run without this technological approach.

==See also==

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{{Reflist}}

[[Category:Educational psychology]]

[[Category:Educational technology]]