Computer-supported collaborative learning: Difference between revisions

Revision as of 05:56, 15 November 2023

Revision as of 22:07, 10 December 2023

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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 Learning Sciences | 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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Though the focus in CSCL is on individuals collaborating with their peers, teachers still have a vital role in facilitating learning. Most obviously, the instructor must introduce the CSCL activity in a thoughtful way that contributes to an overarching design plan for the course. The design should clearly define the learning outcomes and [[Assessment in computer-supported collaborative learning|assessments]] for the activity. In order to assure that learners are aware of these objectives and that they are eventually met, proper administration of both resources and expectations is necessary to avoid learner overload. Once the activity has begun, the teacher is charged with kick-starting and monitoring discussion to facilitate learning. He or she must also be able to mitigate technical issues for the class. Lastly, the instructor must engage in [[Assessment in computer-supported collaborative learning|assessment]], in whatever form the design calls for, in order to ensure objectives have been met for all students.<ref>Shank, P (2008). [http://www.learningpeaks.com/instrcomp.pdf Competencies for online instructors.] {{webarchive|url=https://web.archive.org/web/20080703164002/http://www.learningpeaks.com/instrcomp.pdf |date=2008-07-03 }} Learning Peaks, Retrieved October 16, 2008.</ref>

Without the proper structure, any CSCL strategy can lose its effectiveness. It is the responsibility of the teacher to make students aware of what their goals are, how they should be interacting, potential technological concerns, and the time-frame for the exercise. This framework should enhance the experience for learners by supporting collaboration and creating opportunities for the construction of knowledge.<ref>{{cite journal | last1 = Kobbe | first1 = L. | last2 = Weinberger | first2 = A. | last3 = Dillenbourg | first3 = P. | last4 = Harrer | first4 = A. | last5 = Hämäläinen | first5 = R. | last6 = Häkkinen | first6 = P. | last7 = Fischer | first7 = F. | year = 2007 | title = Specifying computer-supported collaboration scripts | url = https://epub.ub.uni-muenchen.de/12938/| journal = International Journal of Computer Supported Learning | volume = 2 | issue = 2–3| pages = 211–224 | doi = 10.1007/s11412-007-9014-4 | s2cid = 8861231 }}</ref><ref>{{cite journal | last1 = Schoonenboom | first1 = J | year = 2008 | title = The effect of a script and a structured interface in grounding discussions | journal = International Journal of Computer-Supported Collaborative Learning | volume = 3 | issue = 3| pages = 327–41 | doi = 10.1007/s11412-008-9042-8 | s2cid = 23828491 | doi-access = free }}</ref> Another important consideration of educators who implement online learning environments is [[affordance]]. Students who are already comfortable with online communication often choose to interact casually. Mediators should pay special attention to make students aware of their expectations for formality online.<ref>Stahl, G. & Hesse, F. (2009). [http://ijcscl.org/?go=contents&article=77#article77 Practice perspectives in CSCL.] International Journal of Computer Supported Collaborative Learning, 4(2), pp. 109-114</ref> While students sometime have frames of reference for online communication, they often do not have all of the skills necessary to solve problems by themselves. Ideally, teachers provide what is called "scaffolding", a platform of knowledge that they can build on. A unique benefit of CSCL is that, given proper teacher facilitation, students can use technology to build learning foundations with their peers. This allows instructors to gauge the difficulty of the tasks presented and make informed decisions about the extent of the scaffolding needed.<ref name="lu" />

==Effects==

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=== History ===

The advent of computer-supported collaborative learning (CSCL) as an instructional strategy for [[second language acquisition]] can be traced back to the 1990s. During that time, the internet was growing rapidly, which was one of the key factors that facilitated the process.<ref name="Computer-Mediated Collaborative Lea">{{cite journal | last1 = Warschauer | first1 = M | year = 1997 | title = Computer-Mediated Collaborative Learning: Theory and Practice | journal = The Modern Language Journal | volume = 81 | issue = 4| pages = 470–481 | doi = 10.1111/j.1540-4781.1997.tb05514.x | hdl = 10125/10585 | hdl-access = free }}</ref> At the time, the first [[wikis]] (such as [[WikiWikiWeb]]) were still undergoing early development,<ref>Ebersbach, Anja (2008), Wiki: Web Collaboration, Springer Science+Business Media, {{ISBN|3-540-35150-7}}</ref> but the use of other tools such as electronic discussion groups allowed for equal participation amongst peers, particularly benefiting those who would normally not participate otherwise during face-to-face interactions.<ref name="Computer-Mediated Collaborative Lea"/>

During the establishment of wikis in the 2000s, global research began to emerge regarding their effectiveness in promoting second language acquisition. Some of this research focused on more specific areas such as [[systemic-functional linguistics]], [[humanistic education]], [[experiental learning]], and [[psycholinguistics]]. For example, in 2009 Yu-Ching Chen performed a study to determine the overall effectiveness of wikis in an English as a second language class in Taiwan.<ref>Chen, Y. (2009). The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan. Dissertation Abstracts International, A: The Humanities and Social Sciences, 69(11), 4300.</ref> Another example is a 2009 study by Greg Kessler in which pre-service, non-native English speaker teachers in a Mexican university were given the task to collaborate on a wiki, which served as the final product for one of their courses. In this study, emphasis was placed on the level of grammatical accuracy achieved by the students throughout the course of the task.<ref>{{cite journal | last1 = Kessler | first1 = G | year = 2009 | title = Student-Initiated Attention to Form in Wiki-Based Collaborative Writing | journal = Language Learning & Technology | volume = 13 | issue = 1| pages = 79–95 }}</ref>

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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 disabled people in, "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 | doi-access = free }}</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 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 | s2cid = 17029282 | doi-access = free }}</ref>

=== Design implications ===

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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 | doi-access = free }}</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' 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 should be logical and the tone (attitude) of content should be encouraging.<ref name="ReferenceA"/>

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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' 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|hdl=11572/191651 |s2cid=67477303|hdl-access=free}}</ref> As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.

==== Developing Professional Skills ====