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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 [[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>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" />
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