Computer-supported collaborative learning: Difference between revisions

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'''Computer-supported collaborative learning''' ('''CSCL''') is a [[pedagogical]] approach where in learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and [[learning|construction of knowledge]] among participants using technology as their primary means of communication or as a common resource.<ref name="stahl">Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), [http://www.cis.drexel.edu/faculty/gerry/cscl/CSCL_English.pdf Cambridge handbook of the learning sciences]{{dead link|date=August 2017 |bot=InternetArchiveBot |fix-attempted=yes }} (pp. 409-426). Cambridge, UK: Cambridge University Press.</ref> CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

The study of computer-supported collaborative learning draws on a number of academic disciplines, including [[instructional technology]], [[educational psychology]], [[sociology]], [[cognitive psychology]], and [[social psychology]].<ref>Hmelo-Silver, C.E. (2006). Analyzing collaborative learning: Multiple approaches to understanding processes and outcomes. Proceedings of the 7th international conference on Learning sciences, USA, 1059-1065. {{ISBN|0-8058-6174-2}}</ref> It is related to [[collaborative learning]] and [[computer-supported cooperative work|computer supported cooperative work (CSCW)]].

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Interactive computing technology was primarily conceived by academics, but the use of technology in education has historically been defined by contemporary research trends. The earliest instances of software in instruction drilled students using the [[behaviorism|behaviorist]] method that was popular throughout the mid-twentieth century. In the 1970s as [[Cognitivism (psychology)|cognitivism]] gained traction with educators, designers began to envision learning technology that employed artificial intelligence models that could adapt to individual learners.<ref>Koschmann, T. (1996) CSCL: Theory and practice of an emerging paradigm Mahwah, NJ: Lawrence Erlbaum.</ref> Computer-supported collaborative learning emerged as a strategy rich with research implications for the growing philosophies of [[Constructivism (learning theory)|constructivism]] and [[social cognitivism]].<ref name="resta">Resta, P. & Laferrière, T. (2007). Technology in Support of Collaborative Learning. ''[[Educational Psychology Review]]'', 19, 65–83. {{doi|10.1007/s10648-007-9042-7}}</ref>

Though studies in collaborative learning and technology took place throughout the 1980s and 90s, the earliest public workshop directly addressing CSCL was "Joint Problem Solving and [[Microcomputers]]" which took place in [[San Diego]] in 1983. Six years later in 1989, the term "computer-supported collaborative learning" was used in a [[NATO]]-sponsored workshop in [[Maratea]], Italy.<ref name="stahl" /><ref name="bannon">Bannon, Liam J. (1989). [http://www.ul.ie/~idc/library/papersreports/LiamBannon/12/LBMarat.html Issues in computer supported collaborative learning.] {{webarchive|url=https://web.archive.org/web/20110126144330/http://www.ul.ie/~idc/library/papersreports/LiamBannon/12/LBMarat.html |date=2011-01-26 }} Chapter to appear in Proceedings of NATO Advanced Workshop on Computer-Supported Collaborative Learning (Claire O'Malley, Editor) held in Maratea, Italy, Sept. 1989.</ref> A biannual CSCL conference series began in 1995. At the 2002 and 2003 CSCL conferences, the International Society of the Learning Sciences (ISLS) was established to run the CSCL and ICLS conference series and the ''International Journal of Computer-Supported Collaborative Learning'' (''ijCSCL'') and JLS journals.<ref>International Society for the Learning Sciences. (2010). [http://www.isls.org/conferences.html Conferences] {{webarchive|url=https://web.archive.org/web/20110525061618/http://www.isls.org/conferences.html |date=2011-05-25 }}. Retrieved 10/20/2010.</ref>

The ''ijCSCL'' was established by the CSCL research community and ISLS. It began quarterly publication by Springer in 2006. It is peer reviewed and published both online and in print. Since 2009, it has been rated by ISI as being in the top 10% of educational research journals based on its impact factor.<ref>ijCSCL [http://ijCSCL.org].</ref>

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==Teacher roles==

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 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 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>Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P. & Fischer, F. (2007) Specifying computer-supported collaboration scripts. International Journal of Computer Supported Learning, 2(2-3), 211-224.</ref><ref>Schoonenboom, J. (2008). The effect of a script and a structured interface in grounding discussions. International Journal of Computer-Supported Collaborative Learning, 3(3), 327-41. {{doi|10.1007/s11412-008-9042-8}}</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" />