Computer-supported collaborative learning: Difference between revisions

Revision as of 21:56, 9 November 2018

Revision as of 19:57, 15 November 2018

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=== Effectiveness and perception ===

Studies in the field of [[computer-assisted language learning]] (CALL) have shown that computers provide material and valuable feedback for language learners and that computers can be a positive tool for both individual and collaborative language learning. CALL programs offer the potential for interactions between the language learners and the computer.<ref>Chapelle, C. A. (2003). English language learning and technology. Philadelphia: John Benjamins Publishing Company.</ref> Additionally, students' [[autonomous language learning]] and [[self-assessment]] can be made widely available through the web.<ref>Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press.</ref> In CSCL, the computer is not only seen as a potential language tutor by providing assessment for students' responses,<ref>Levy, M. (1997). CALL: Context and conceptualisation. Oxford: Oxford University Press.</ref> but also as a tool to give language learners the opportunity to learn from the computer and also via collaboration with other language learners. Juan<ref>Juan, A. A., 1972. (2010). Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support. Hershey, PA: Information Science Reference.</ref> focuses on new models and systems that perform efficient evaluation of student activity in online-based education. Their findings indicate that CSCL environments organized by teachers are useful for students to develop their language skills. Additionally, CSCL increases students' confidence and encourages them to maintain active learning, reducing the passive reliance on teachers' feedback. Using CSCL as a tool in the second language learning classroom has also shown to reduce [[learner anxiety]].<ref>Hurd, S. (2007). Anxiety and non-anxiety in a distance language learning environment: The distance factors as a modifying influence. System, 35(4), 487-508.</ref>

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==== Non-immersive and Immersive 3D Virtual Environments ====

Through the use of [[3D game graphics|3D gaming]], users can simulate lives of others while providing their knowledge throughout the 3D environment as an [[avatar (computing)|avatar]]. These 3D environments also foster [[simulation]] and scenario building<ref name=":2" /> for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities.<ref name=":3">{{Cite journal|title=Web 3.0 in education {{!}} Editură acreditată CNCSIS, Editura Universitară|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073}}</ref> Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds.<ref name=":4">{{Cite journal|last=Jackson|first=Randolph L.|last2=Fagan|first2=Eileen|date=2000|title=Collaboration and Learning Within Immersive Virtual Reality|url=http://doi.acm.org/10.1145/351006.351018|journal=Proceedings of the Third International Conference on Collaborative Virtual Environments|series=CVE '00|___location=New York, NY, USA|publisher=ACM|pages=83–92|doi=10.1145/351006.351018|isbn=1581133030}}</ref> [[Virtual reality headset|Virtual Reality (VR) headsets]] are sometimes used to give users a full immersion experience, into these 3D virtual worlds. This allows users to interact with each other in real time and simulate different learning situations with other users. These learning experiences and environments vary between fields and learning goals.<ref name=":3" /> Certain virtual reality headsets allow users to communicate with each other while being in different physical locations.<ref name=":4" />

== '''Multimodal literacy development in CSCL''' ==

== '''Multimodal literacy development in CSCL''' ==

=== '''The concept of Multimodal literacy''' ===

=== '''The concept of Multimodal literacy''' ===

Multimodal literacy is the way processes of literacy - reading, writing, talking, listening and viewing - are occurring within and around new communication media. (Kress & Jewitt, 2003; Pahl & Rowsell, 2005; Walsh, 2008) It refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts. (Walsh, 2010)

=== '''Literature review on multi-modal literacy in CSCL''' ===

==== * Online forum ====

Online forums offer numerous advantages for both teacher and students for collaborative learning online. Discussion forums provide a wider platform to exchange information and ideas, to develop writing and reading skills, critical thinking skills. (Jill Margerison, 2013) A collaborative online forum can also help students learn about the unique challenges of online communication, especially the need for clarity and the dangers of sarcasm. (Susan Martens-Baker, 2009) For the teacher, they offer a flexible platform from which to educate in a participatory culture, where teachers and students can interact with each other and create new knowledge. (Jill Margerison, 2013)

==== * Video games ====

Video games were designed as a learning tool engaged learners who advance through experimentation, critical thinking and practice in the virtual world. (Abrams, 2009) Video games in CSCL can promote positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing abilities in the ELA classroom. Through interactions in the virtual world, learners have the opportunities to establish their presence, identity and create meanings for their lives.

==== * Multimodal composition in digital storytelling: podcast, video/ audio crafts ====

Digital storytelling refers to integrating a variety of means, such as images, audio, video, graphics and diagram to personal narratives and crafts. Four skill competencies: reading, writing, speaking, and listening would be enhanced by producing digital products. (Brenner, 2014) Students have a greater sense of autonomy, agency through the digital storytelling in CSCL.

=== '''The implication for classroom teaching''' ===

==== * Online-forum ====

Online forums provide opportunities for young people to engage in the self-exposition as they practice digital literacies and hone the skill of movement across multiple literacies, languages and subject positions. Meanwhile, identity is a constellation of the multiple communities. It is also important to emphasize the potentially harmful cultural discourses that occur within young people's consumption. (Kim, 2015)

==== * Videogame ====

Through capitalizing on students’ gaming experiences by recognizing how they apply to the subject at hand, teachers can highlight the benefits of virtual learning environments and draw upon students’ gaming experiences to understand their application of virtual learning across curricula. Educators need to choose the appropriate game for the particular subject to endorse their instruction and promote collaboration among students.

==== '''Multimodal composition: podcast, audio, video crafts in digital storytelling''' ====

Students who engage in collaborative learning for creating digital production show the characteristics of leadership. Moreover, students would gain the experience of collaboration and expand their skill of the multimodal literacy. In addition, digital composition provides a meaningful tool for teachers to assess. (Brenner, 2014)

=== '''Applications for ELLs''' ===

Multimodal literacy can facilitate English learners’ literacy learning. It has provided opportunities for English learners to expand the interpretation of texts. (Ajayi, 2009) Specifically, English language learners can increase their language ability through computer-collaborative learning.

The multimodality platforms provide students, especially ELLs with an anxiety-free zone to collaborate with their peers in a virtual world in order to make meanings together. Technology self-efficacy increases ELLs’ level of independence and reduces their level of anxiety. (Mellati, Zangoei & Khademi, 2015) ELLs will have more motivation and self-confident while participating in online group projects to make contributions and share knowledge with their peers. As a result of collaborative learning, ELLs would expand their vocabulary, gain advanced and more academic grammars.

== CSCL in Post-Secondary Education ==

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=== Overview of CSCL in Post-Secondary Education ===

===='''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|first=|date=2018|title=Online collaboration in a large university class supports quality teaching|url=https://doi.org/10.1007/s11423-017-9564-8|journal=Education Tech Research Dev|volume=66|pages=671–69|via=}}</ref>. As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.

==== Developing Professional Skills ====

There's research findings that shows online students had higher scores than face-to-face students in professional competence acquisition test, showing the effectiveness of CSCL in promoting the development of professional skills<ref>{{Cite journal|last=Francescato, D., Mebane, M., Porcelli, R., Attanasio, C., & Pulino, M.|first=|date=2007|title=Developing professional skills and social capital through computer supported collaborative learning in university contexts|url=|journal=International Journal of Human-Computer Studies|volume=65(2)|pages=140-152140–152|via=}}</ref>

==== Knowledge Building ====

Knowledge co-construction among geographically dispersed students in an online postgraduate program was explained in a study as students relied heavily on each other for their on-going participation in the online discussions and joint refinement of ideas introduced.<ref>{{Cite journal|last=Zenios, M|first=|date=2011|title=Epistemic activities and collaborative learning: Towards an analytical model for studying knowledge construction in networked learning settings|url=|journal=Journal of Computer Assisted Learning|volume=27(3)|pages=259-268259–268|via=}}</ref>

=== Design Principles & Instructional Strategies for CSCL in Post-Secondary Education ===

The design principles for using CSCL can be considered from different perspectives. For technical use, instructors need to provide tutorials and online training modules to students.<ref name="Liu, L. & Lee, W 2012 135–145">{{Cite journal|last=Liu, L. & Lee, W|first=|date=2012|title=Using an online learning management system as collaborative media to support adult learning: needs assessment|url=|journal=International Journal of Technology in Teaching and Learning|volume=8(2)|pages=135-145135–145|via=}}</ref> For collaboration, students need time to plan and coordinate group work as well as instructors’ support and guidance<ref>{{Cite journal|last=Vuopala, E., Hyvönen, P.,& Järvelä, S|first=|date=2016|title=Interaction forms in successful collaborative learning in virtual learning environments|url=|journal=Active Learning in Higher Education|volume=17(1)|pages=25-3825–38|via=}}</ref> on the discussions. Also, group size and composition should be taken into consideration for better quality of interaction.<ref name="Sung, Y.T., Yang, J.M. & Lee, H.Y. 2017 769–805">{{Cite journal|last=Sung, Y.T., Yang, J.M. & Lee, H.Y.|first=|date=2017|title=The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis|url=|journal=Review of Educational Research|volume=87|pages=769-805769–805|via=}}</ref>. More instructional strategies are presented below.

==== Project-Based Settings Using Wikis ====

Wikis is a tool for learners to co-construct knowledge online with the access to create and edit contents. There are three phases of using wikis for collaborative writing:<ref>{{Cite journal|last=Lin, H. & Kelsey, K.D|first=|date=2009|title=Building networked environment in Wikis: The evolving phases of collaborative learning in a Wikibook project|url=|journal=Educational Computing Research|volume=40(2)|pages=145-169145–169|via=}}</ref>:

Phase 1. Crisis of Authority

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The characteristic of social interaction in CSCL can be demonstrated on the online learning community where learners can communicate with each other. One of the medium facilitating the online community to work is online learning management system that provides all people including learners, professors, and administrative staff to communicate.

When using an online learning management system for collaborative learning, the instructor should provide technical training by presenting video tutorials, online training modules or online workshops<ref>{{Cite journal|lastname="Liu, L. & Lee, W|first=|date= 2012|title=Using an online learning management system as collaborative media to support adult learning: needs assessment|url=|journal=International Journal of Technology in Teaching and Learning|volume=8(2)|pages=135-145|via=}}<135–145"/ref>

==== Mobile Computer Supported Collaborative Learning ====

Mobile CSCL (mCSCL) is beneficial to students’ learning achievements, attitude and interactions.<ref>{{Cite journal|lastname="Sung, Y.T., Yang, J.M. & Lee, H.Y.|first=|date= 2017|title=The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis|url=|journal=Review of Educational Research|volume=87|pages=769-805|via=}}<769–805"/ref>. The suggested design principles for mCSCL include:

1. An idea group size is around 3 to 4 people.

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=== Professional Teaching Community ===

Professional teacher communities are positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. Reflection‐oriented tasks (such as reflection on teaching performance in individual writing, peer feedback, and collective writing) stimulated participation, and in combination with task structure also interaction in these communities.<ref>{{Cite journal|last=Ditte Lockhorst, Wilfried Admiraal & Albert Pilot|first=|date=2010|title=CSCL in teacher training: what learning tasks lead to collaboration?|url=|journal=Technology, Pedagogy and Education|volume=19:1|pages=63-7863–78|via=}}</ref>. Furthermore, structured tasks(such as crossword puzzles, the path to come to a solution is unambiguous and answers can be immediately checked) which required critical reflection on personal experiences and perspectives triggered task‐related communication and a deep level of information exchange.

=== Distance Learning ===

The European Union Comenius fund sponsored FISTE project which is concerned with the educational use of information and communication technologies (ICTs), specifically with the development and dissemination of a new pedagogical strategy for distance learning through in-service teacher education in schools across Europe.<ref>Thorsteinsson, G. & Page, T (2007) Computer Supportive Communication Learning Approach to Improve In-Service Teachers’ Education in Europe. FISTE - A Future Way For In-Service Teacher Training Across Europe.</ref>. This project uses the online Virtual Learning Environment platform BSCW as a Computer Supportive Communication Learning tool to facilitate the way the participants work together. This work has involved schools and teacher training providers, building culturally different work in in-service teacher education in the participating countries. The value of using CSCL supported technology for in-service teacher education in Europe lies in the concept of hinterland. Cross-national courses like the FISTE would be difficult to run without this technological approach.

==See also==