Computer-supported collaborative learning: Difference between revisions

Revision as of 13:00, 13 October 2019

Revision as of 21:49, 5 December 2019

Line 129:

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!|journal=Strategic Direction|volume=29|issue=3|pages=8–10|doi=10.1108/02580541311304571|issn=0258-0543}}</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|journal=New Directions for Teaching and Learning|language=en|volume=2015|issue=144|pages=109–119|doi=10.1002/tl.20167|issn=1536-0768|url=https://deepblue.lib.umich.edu/bitstream/2027.42/116348/1/tl20167.pdf|hdl=2027.42/116348}}</ref><ref name=":2">{{Cite journal|last=Morris|first=Robin D.|date=2011-01-01|title=Web 3.0: Implications for Online Learning|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|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" />

Line 187:

==== 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.|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=|doi=10.1016/j.ijhcs.2006.09.002}}</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|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=|doi=10.1111/j.1365-2729.2010.00394.x}}</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|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|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=|doi=10.1177/1469787415616730}}</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.|date=2017|title=The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis|url=|journal=Review of Educational Research|volume=87|pagesissue=769–8054|viapages=769–805|doi=10.3102/0034654317704307}}</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|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=|doi=10.2190/EC.40.2.a|citeseerx=10.1.1.465.1732}}</ref>

Phase 1. Crisis of Authority