Computer-supported collaborative learning: Difference between revisions

Revision as of 13:18, 10 September 2022

Revision as of 13:10, 6 August 2023

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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}}</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|date=2000|title=CollaborationProceedings andof Learningthe Withinthird Immersiveinternational Virtualconference Reality|journal=Proceedingson ofCollaborative thevirtual Thirdenvironments International|chapter=Collaboration Conferenceand onlearning Collaborativewithin Virtualimmersive Environmentsvirtual 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|pmid=32055731|pmc=7005450|bibcode=2020Heliy...603287M }}</ref>

=== Professional Teaching Community ===

Professional teacher communities are positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. Reflection‐oriented tasks (such as reflection on teaching performance in individual writing, peer feedback, and collective writing) stimulated participation, and in combination with task structure also interaction in these communities.<ref>{{Cite journal|last=Ditte Lockhorst, Wilfried Admiraal & Albert Pilot|date=2010|title=CSCL in teacher training: what learning tasks lead to collaboration?|journal=Technology, Pedagogy and Education|volume=19:|issue=1 |pages=63–78|doi=10.1080/14759390903579190 |s2cid=62725728 }}</ref> Furthermore, structured tasks(such as crossword puzzles, the path to come to a solution is unambiguous and answers can be immediately checked) which required critical reflection on personal experiences and perspectives triggered task‐related communication and a deep level of information exchange.

=== Distance Learning ===