Computer-supported collaborative learning: Difference between revisions

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== Web 3.0 and Computer-Supported Collaborative Learning (CSCL) ==

The [[World Wide Web]] began as information sharing on [[Static web page|static webpages]] accessible on a computer through the use of a [[web browser]]. As more interactive capabilities were added, it evolved into [[Web 2.0]], which allowed for [[user-generated content]] and participation (e.g. [[Social networking service|social networking]]). This opened up many new possibilities for computer-supported collaborative learning (CSCL) using the Internet. The internet is now entering a new phase, [[Web 3.0]] or the [[Semantic Web]], which is characterized by the greater [[interconnectivity]] of [[machine-readable data|machine-readable]] data from many different sources. New intelligent technology applications will be able to manage, organize and create meaning from this data,<ref name=":0">{{Cite journal|last=|first=|date=2013-02-08|title=Web 3.0 technology: It's the business!|url=http://www.emeraldinsight.com/doi/10.1108/02580541311304571|journal=Strategic Direction|volume=29|issue=3|pages=8–10|doi=10.1108/02580541311304571|issn=0258-0543|via=}}</ref> which will have a significant impact on CSCL.

The interconnectivity of machine-readable data with semantic tags means that searches will be greatly enhanced. Search results will be more relevant, recommendations of resources will be made based on search terms and results will include [[multimedia]] content.<ref name=":0" /><ref>{{Cite journal|last=Allison|first=Mark|last2=Kendrick|first2=Lynn Marie|date=2015-12-01|title=Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web|url=http://onlinelibrary.wiley.com/doi/10.1002/tl.20167/abstract|journal=New Directions for Teaching and Learning|language=en|volume=2015|issue=144|pages=109–119|doi=10.1002/tl.20167|issn=1536-0768}}</ref><ref name=":2">{{Cite journal|last=Morris|first=Robin D.|date=2011-01-01|title=Web 3.0: Implications for Online Learning|url=https://link.springer.com/article/10.1007/s11528-011-0469-9|journal=TechTrends|language=en|volume=55|issue=1|pages=42–46|doi=10.1007/s11528-011-0469-9|issn=8756-3894}}</ref><ref>{{Cite journal|last=Halimi|first=Khaled|last2=Seridi-Bouchelaghem|first2=Hassina|date=2015-01-01|title=Semantic web based learning styles identification for social learning environments personalization|url=http://www.medra.org/servlet/aliasResolver?alias=iospress&doi=10.3233/WEB-150307|journal=Web Intelligence|language=en|volume=13|issue=1|pages=3–29|doi=10.3233/web-150307|issn=2405-6456}}</ref>

New Web 3.0 capabilities for learners include enhanced tools for managing learning, allowing them to [[Self-regulated learning|self-regulate]] and [[Co-regulation|co-regulate]] learning without the assistance of an instructor.<ref name=":2" /> Through the use of Web 3.0, groups and communities can be formed according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledge.<ref name=":2" />

Teachers can benefit from these same capabilities to manage their teaching.<ref name=":5">{{Cite journal|last=Jafari|first=Ali|date=2002|title=Conceptualizing Intelligent Agents for Learning and Teaching|url=https://www.educause.edu/ir/library/pdf/eqm0235.pdf|journal=Educause Quarterly|volume=25 |issue=3|pages=28–34|via=}}</ref> In addition, the software for Web 3.0 collaboration will include using data from group communications, which then generates how much each individual has collaborated based on how often they communicate and how long their messages are.<ref name=":1">{{Cite journal|last=Jeong|first=Heisawn|last2=Hmelo-Silver|first2=Cindy E.|date=2016-04-02|title=Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?|url=https://dx.doi.org/10.1080/00461520.2016.1158654|journal=Educational Psychologist|volume=51|issue=2|pages=247–265|doi=10.1080/00461520.2016.1158654|issn=0046-1520}}</ref>

=== Examples of new Web 3.0 tools to enhance CSCL ===

==== Virtual Assistants and Intelligent Agents ====

Making data machine-readable is leading to the development of [[Virtual assistant (artificial intelligence)|virtual assistants]] and [[intelligent agent]]s. These are tools which can access data on a user's behalf and will be able to assist learners and collaborators in several ways. They can provide personalized and customized search results by accessing data on a variety of platforms, recommend resources based on user information and preferences, manage administrative tasks, communicate with other agents and databases, and help organize information and interactions with collaborators.<ref name=":5" /><ref>{{Cite journal|last=Riaan Rudman|last2=Rikus Bruwer|date=2016-01-20|title=Defining Web 3.0: opportunities and challenges|url=http://www.emeraldinsight.com/doi/10.1108/EL-08-2014-0140|journal=The Electronic Library|volume=34|issue=1|pages=132–154|doi=10.1108/el-08-2014-0140|issn=0264-0473}}</ref>

==== Virtual Learning Communities ====

Virtual learning communities are [[cyberspace]]s that allow for individual and [[collaborative learning]] to take place. While they exist today, with Web 3.0 they will gain enhanced features enabling more collaborative learning to take place. Some describe them as evolving out of existing [[learning management system]]s (LMSs), adding intelligent agents and virtual assistants that can enhance content searches and deal with administrative and communication tasks,<ref name=":5" /> or enabling different LMSs around the world to communicate with each other, creating an even larger community to share resources and locate potential collaborators.<ref>{{Cite journal|last=Ribón|first=Julio César Rodríguez|last2=Villalba|first2=Luis Javier García|last3=Kim|first3=Tai-hoon|date=2015-10-01|title=Virtual learning communities: unsolved troubles|url=https://link.springer.com/article/10.1007/s11042-013-1543-4|journal=Multimedia Tools and Applications|language=en|volume=74|issue=19|pages=8505–8519|doi=10.1007/s11042-013-1543-4|issn=1380-7501}}</ref> Virtual learning communities will also enable different types of peer-to-peer interaction and resource sharing to support co-construction of knowledge.<ref>{{Cite journal|last=Yang|first=Stephen J.H.|date=2006|title=Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning|jstor=jeductechsoci.9.1.188|journal=Journal of Educational Technology & Society|volume=9|issue=1|pages=188–201|doi=10.2307/jeductechsoci.9.1.188}}</ref> These communities may also include some aspects of 3D gaming and VR.

==== 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|journal=Editura Universitara|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073|year=2012|last1=Ana-Maria|first1=Chisega-Negrila}}</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 journalbook|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=1581133030978-1581133035|citeseerx=10.1.1.578.7524}}</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 ==

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====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|issue=3|pages=671–69|viadoi=10.1007/s11423-017-9564-8}}</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(|issue=2)|pages=140–152|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(|issue=3)|pages=259–268|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(|issue=2)|pages=135–145|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(|issue=1)|pages=25–38|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=769–805|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(|issue=2)|pages=145–169|via=}}</ref>

Phase 1. Crisis of Authority

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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=63–78|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 ===