Computer-supported collaborative learning: Difference between revisions

Revision as of 05:20, 22 April 2024

Revision as of 05:13, 25 April 2024

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=== Cultural considerations ===

[[Culture]] may be thought of as composed of "beliefs, norms, assumptions, knowledge, values, or sets of practice that are shared and form a system".<ref>Rapport, N. (2014). Social and cultural anthropology: The key concepts. Routledge.</ref> [[Learning communities]] focused in whole or part on second language acquisition may often be distinctly multicultural in composition, and as the cultural background of individual learners affects their collaborative norms and practices, this can significantly impact their ability to learn in a CSCL environment.<ref name="doi.org">{{cite journal | last1 = Economides | first1 = Anastasios A. | year = 2008 | title = Culture‐awareCulture-aware collaborative learning. | journal = Multicultural Education & Technology Journal | volume = 2 | issue = 4| pages = 243–267 | doi = 10.1108/17504970810911052 }}</ref>

CSCL environments are generally valued for the potential to promote collaboration in cross-cultural learning communities. Based on [[social constructivist]] views of learning,<ref>Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes.</ref> many CSCL environments fundamentally emphasize learning as the co-construction of knowledge through the computer-mediated interaction of multivoiced community members. Computer-mediation of the learning process has been found to afford consideration of alternative viewpoints in multicultural/multilingual learning communities.<ref>Atsumi, T., Misumi, J., Smith, P., Peter, B., Peterson, M., Tayeb, M., … Tanzer, N. (1989). Groups, leadership and social influence. Recent Advances in Social Psychology: An International Perspective, 369–428.</ref> When compared to traditional face-to-face environments, computer-mediated learning environments have been shown to result in more equal levels of participation for ESL students in courses with native English speakers.<ref>{{cite journal | last1 = Warschauer | first1 = M | year = 2005 | title = Comparing face-to-face and electronic discussion in the second language classroom | journal = CALICO Journal | volume = 13 | issue = 2–3| pages = 7–26 | doi = 10.1558/cj.v13i2-3.7-26 | s2cid = 143109767 }}</ref> Language barriers for non-native speakers tend to detract from equal participation in general,<ref>{{cite journal | last1 = Gunawardena | first1 = C. N. | last2 = Nolla | first2 = A. C. | last3 = Wilson | first3 = P. L. | last4 = Lopez-Islas | first4 = J. R. | last5 = Ramirez-Angel | first5 = N. | last6 = Megchun-Alpizar | first6 = R. M. | year = 2001 | title = A cross‐culturalcross-cultural study of group process and development in online conferences | journal = Distance Education | volume = 22 | issue = 1| pages = 85–121 | doi = 10.1080/0158791010220106 | s2cid = 144342720 }}</ref> and this can be alleviated to some extent through the use of technologies which support asynchronous modes of written communication.<ref>{{cite journal | last1 = Ku | first1 = H.-Y. | last2 = Lohr | first2 = L. L. | year = 2003 | title = A case study of Chinese student's attitudes toward their first online learning experience | journal = Educational Technology Research and Development | volume = 51 | issue = 3| pages = 95–102 | doi = 10.1007/bf02504557 | s2cid = 27659143 }}</ref><ref>{{Citation |last1=Kalitvianski |first1=Ruslan |title=Multilingual Access to Educational Material Through Contributive Post-editing of MT Pre-translations by Foreign Students |date=2015 |url=http://link.springer.com/10.1007/978-3-319-25515-6_10 |work=Advances in Web-Based Learning -- ICWL 2015 |volume=9412 |pages=109–118 |editor-last=Li |editor-first=Frederick W.B. |place=Cham |publisher=Springer International Publishing |doi=10.1007/978-3-319-25515-6_10 |isbn=978-3-319-25514-9 |access-date=2022-08-13 |last2=Bellynck |first2=Valérie |last3=Boitet |first3=Christian |series=Lecture Notes in Computer Science |editor2-last=Klamma |editor2-first=Ralf |editor3-last=Laanpere |editor3-first=Mart |editor4-last=Zhang |editor4-first=Jun}}</ref>

Online learning environments however tend to reflect the cultural, [[epistemological]], and [[pedagogical]] goals and assumptions of their designers.<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. ''Australasian Journal of Educational Technology'', 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1822</ref> In computer-supported collaborative learning environments, there is evidence that cultural background may impact learner motivation, attitude towards learning and e-learning, learning preference (style), computer usage, learning behavior and strategies, academic achievement, communication, participation, knowledge transfer, sharing and collaborative learning.<ref name="doi.org"/> Studies variously comparing Asian, American and Danish and Finnish learners have suggested that learners from different cultures exhibit different interaction patterns with their peers and teachers in online.<ref>{{cite journal | last1 = Kim | first1 = K.-J. | last2 = Bonk | first2 = C. J. | year = 2002 | title = Cross-cultural Comparisons of Online Collaboration | journal = Journal of Computer-Mediated Communication | volume = 8 | issue = 1| doi = 10.1111/j.1083-6101.2002.tb00163.x }}</ref> A number of studies have shown that difference in Eastern and Western educational cultures, for instance, which are found in traditional environments are also present in online environments.<ref>{{cite journal | last1 = Liang | first1 = A. | last2 = McQueen | first2 = R. J. | year = 1999 | title = Computer assisted adult interactive learning in a multi-cultural environment | journal = Adult Learning | volume = 11 | issue = 1| pages = 26–29 | doi = 10.1177/104515959901100108 | s2cid = 142608355 }}</ref><ref>{{cite journal | last1 = Thompson | first1 = L. | last2 = Ku | first2 = H. | year = 2005 | title = Chinese graduate students' experiences and attitudes toward online learning | journal = Educational Media International | volume = 42 | issue = 1| pages = 33–47 | doi = 10.1080/09523980500116878 | s2cid = 143262443 }}</ref> Zhang<ref>{{cite journal | last1 = Zhang | first1 = J | year = 2007 | title = A cultural look at information and communication technologies in Eastern education | journal = Educational Technology Research and Development | volume = 55 | issue = 3| pages = 301–314 | doi = 10.1007/s11423-007-9040-y | s2cid = 15096178 }}</ref> has described Eastern education as more group-based, teacher-dominated, centrally organized, and examination-oriented than Western approaches. Students who have learned to learn in an Eastern context emphasizing teacher authority and standardized examinations may perform differently in a CSCL environment characterized by [[peer critique]] and co-construction of [[educational artifacts]] as the primary mode of assessment.

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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|doi-access=free |pmid=32055731|pmc=7005450|bibcode=2020Heliy...603287M }}</ref>

=== Professional Teaching Community ===