Computer-supported collaborative learning: Difference between revisions

Revision as of 09:55, 29 December 2016

Revision as of 11:35, 22 January 2017

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[[Cooperative learning]], though different in some ways from collaborative learning, also contributes to the success of teams in CSCL environments. The distinction can be stated as: cooperative learning focuses on the effects of group interaction on individual learning whereas collaborative learning is more concerned with the cognitive processes at the group unit of analysis such as shared meaning making and the joint problem space. The five elements for effective cooperative groups identified by the work of Johnson and Johnson are positive interdependence, individual accountability, promotive interaction, [[social skills]], and group processing.<ref>Johnson, D., Johnson, R., & Holubec, E. (2002). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company, p. 95-118, ISBN 0-939603-12-8.</ref> Because of the inherent relationship between cooperation and collaboration, understanding what encourages successful cooperation is essential to CSCL research.

In the late 1980s and early 1990s, Marlene Scardamalia and Carl Bereiter wrote seminal articles leading to the development of key CSCL concepts: knowledge-building communities and knowledge-building discourse, intentional learning, and expert processes. Their work led to an early collaboration-enabling technology known as the Computer Supported Intentional Learning Environment (CSILE).<ref>Scardamalia, M. & Bereiter, C. (1994). Computer support for knowledge building communities. The Journal of the Learning Sciences. 3(3), 265-283.</ref> Characteristically for CSCL, their theories were integrated with the design, deployment, and study of the CSCL technology. CSILE later became Knowledge Forum, which is the most widely used CSCL technology world-wideworldwide to date.{{citation needed|date=August 2014}}

Other learning theories that provide a foundation for CSCL include [[distributed cognition]], [[problem-based learning]], [[group cognition]], cognitive apprenticeship, and situated learning. Each of these learning theories focuses on the social aspect of learning and knowledge building, and recognizes that learning and knowledge building involve inter-personal activities including conversation, argument, and negotiation.<ref name="resta" />

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*First, it revealed what technological features or functions were particularly important and useful to students in the context of writing, and how a CSCL system could be adapted for use for different subject areas, which have specific implications for instructional designers or developers to consider when designing CSCL tools.

*Second, this study also suggested the important role of a teacher in designing the scaffolds, scaffolding the collaborative learning process, and making CSCL a success. Third, it is important that a meaningful, real-world task is designed for CSCL in order to engage students in authentic learning activities of knowledge construction.<ref>{{cite book|url=http://www.tml.tkk.fi/Opinnot/T-110.556/2003/Materiaali/EditedLehtinenCSCL.pdf|contribution=COMPUTER-SUPPORTED COLLABORATIVE LEARNING: AN APPROACH TO POWERFUL LEARNING ENVIRONMENTS|author=Erno Lehtinen|editors=E. De Corte, L. Verschaffel, N. Entwistle & J. Van Merriëboer|title=Unravelling basic components and dimensions of powerful learning environments|publisher=Elsevier}}</ref>

*Third , cooperative work in the classroom, using as a tool based technology devices "one to one " where the teacher has a program of classroom management , allows not only the enhancement of teamwork where each member takes responsibilities involving the group , but also a personalized and individualized instruction , adapting to the rhythms of the students, and allowing to achieve the targets set in which has been proposed for them individualized Work Plan.

==Criticism and concerns==