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==History==
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">{{cite journal | last1 = Resta | first1 = P. | last2 = Laferrière | first2 = T. | year = 2007 | title = Technology in Support of Collaborative Learning | url = | journal = [[Educational Psychology Review]] | volume = 19 | issue = | pages = 65–83 | doi = 10.1007/s10648-007-9042-7 | s2cid = 2328138 }}</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>
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Currently, CSCL is used in instructional plans in classrooms both traditional and online from primary school to post-graduate institutions. Like any other instructional activity, it has its own prescribed practices and strategies which educators are encouraged to employ in order to use it effectively. Because its use is so widespread, there are innumerable scenarios in the use of CSCL, but there are several common strategies that provide a foundation for group cognition.
One of the most common approaches to CSCL is [[collaborative writing]]. Though the final product can be anything from a research paper, a Wikipedia entry, or a short story, the process of planning and writing together encourages students to express their ideas and develop a group understanding of the subject matter.<ref>Heimbuch, S., & Bodemer, D. (2015). Let's Talk about Talks: Supporting Knowledge Exchange Processes on Wiki Discussion Pages. In ''AAAI Technical Report on Wikipedia, a Social Pedia: Research Challenges and Opportunities (ICWSM-15)'' (Vol. WS-15-19), 56–61. Palo Alto, USA: AAAI Press.</ref> Tools like [[blogs]], [[interactive whiteboards]], and custom spaces that combine free writing with communication tools can be used to share work, form ideas, and write synchronously.<ref>{{cite journal | last1 = Onrubia | first1 = J. | last2 = Engel | first2 = A. | year = 2009 | title = Strategies for Collaborative Writing and Phases of Knowledge Construction in CSCL Environments | url = | journal = Computers & Education | volume = 53 | issue = 4| pages = 1256–1265 | doi = 10.1016/j.compedu.2009.06.008 }}</ref><ref name="wikis">{{cite journal | last1 = Larusson | first1 = J. | last2 = Alterman | first2 = R. | year = 2009 | title = Wikis to support the "collaborative" part of collaborative learning | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 4 | issue = 4| pages = 371–402 | doi = 10.1007/s11412-009-9076-6 | s2cid = 11823747 }}</ref>
Technology-mediated discourse refers to debates, discussions, and other social learning techniques involving the examination of a theme using technology. For example, wikis are a way to encourage discussion among learners, but other common tools include mind maps, survey systems, and simple message boards. Like collaborative writing, technology-mediated discourse allows participants that may be separated by time and distance to engage in conversations and build knowledge together.<ref name="wikis" /><ref>{{cite journal | last1 = Asterhan | first1 = C. | last2 = Schwarz | first2 = B. | year = 2010 | title = Online moderation of synchronous e-argumentation | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 5 | issue = 3| pages = 259–82 | doi = 10.1007/s11412-010-9088-2 | s2cid = 7857360 }}</ref>
Group exploration refers to the shared discovery of a place, activity, environment or topic among two or more people. Students do their exploring in an online environment, use technology to better understand a physical area, or reflect on their experiences together through the Internet. [[Virtual worlds]] like [[Second Life]] and [[Whyville]] as well as synchronous communication tools like [[Skype]] may be used for this kind of learning.<ref>{{cite journal | last1 = Nelson | first1 = B. | last2 = Ketelhut | first2 = D. | year = 2008 | title = Exploring embedded guidance and self-efficacy in educational multi-user virtual environments | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 3 | issue = 4| pages = 413–27 | doi = 10.1007/s11412-008-9049-1 | s2cid = 17154019 }}</ref><ref>{{cite journal | last1 = Ioannidou | first1 = A. | last2 = Repenning | first2 = A. | last3 = Webb | first3 = D. | last4 = Keyser | first4 = D. | last5 = Luhn | first5 = L. | last6 = Daetwyler | first6 = C. | year = 2010 | title = Mr. Vetro: A Collective Simulation for teaching health science | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 5 | issue = 2| pages = 141–66 | doi = 10.1007/s11412-010-9082-8 | s2cid = 10889425 }}</ref> Educators may use Orchestration Graphs to define activities and roles that students must adopt during learning, and analyzing afterwards the learning process.<ref>Haklev, S., Faucon, L. P., Hadzilacos, T., & Dillenbourg, P. (2017). [https://infoscience.epfl.ch/record/230014/files/ECTEL%20FROG%20Demo.pdf ''FROG: rapid prototyping of collaborative learning scenarios'']</ref>
Problem-based learning is a popular instructional activity that lends itself well to CSCL because of the social implications of problem solving. Complex problems call for rich group interplay that encourages collaboration and creates movement toward a clear goal.<ref name="lu">{{cite journal | last1 = Lu | first1 = J. | last2 = Lajoie | first2 = S. | last3 = Wiseman | first3 = J. | year = 2010 | title = Scaffolding problem-based learning with CSCL tools | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 5 | issue = 3| pages = 283–98 | doi = 10.1007/s11412-010-9092-6 | s2cid = 2348196 }}</ref><ref>{{cite journal | last1 = Koschmann | first1 = T. | last2 = Feltovich | first2 = P. | last3 = Myers | first3 = A. | last4 = Barrows | first4 = H. | year = 1992 | title = Implications of CSCL for problem-based learning:Special issue on computer supported collaborative learning | url = | journal = Journal of the Learning Sciences | volume = 21 | issue = 3| pages = 32–35 | doi = 10.1145/130893.130902 | s2cid = 45760984 }}</ref>
[[Project-based learning]] is similar to problem-based learning in that it creates impetus to establish team roles and set goals. The need for collaboration is also essential for any project and encourages team members to build experience and knowledge together. Although there are many advantages to using software that has been specifically developed to support collaborative learning or project-based learning in a particular ___domain, any file sharing or communication tools can be used to facilitate CSCL in problem- or project-based environments.<ref>{{cite journal | last1 = Blumenfeld | first1 = P. | last2 = Soloway | first2 = E. | last3 = Marx | first3 = R. | last4 = Krajcik | first4 = J. | last5 = Guzdial | first5 = M. | last6 = Palincsar | first6 = A. | year = 1991 | title = Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning | url = | journal = Educational Psychologist | volume = 26 | issue = 3/4| page = 369 | doi = 10.1080/00461520.1991.9653139 }}</ref>
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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>{{cite journal | last1 = Kobbe | first1 = L. | last2 = Weinberger | first2 = A. | last3 = Dillenbourg | first3 = P. | last4 = Harrer | first4 = A. | last5 = Hämäläinen | first5 = R. | last6 = Häkkinen | first6 = P. | last7 = Fischer | first7 = F. | year = 2007 | title = Specifying computer-supported collaboration scripts | url = https://epub.ub.uni-muenchen.de/12938/| journal = International Journal of Computer Supported Learning | volume = 2 | issue = 2–3| pages = 211–224 | doi = 10.1007/s11412-007-9014-4 | s2cid = 8861231 }}</ref><ref>{{cite journal | last1 = Schoonenboom | first1 = J | year = 2008 | title = The effect of a script and a structured interface in grounding discussions | url = | journal = International Journal of Computer-Supported Collaborative Learning | volume = 3 | issue = 3| pages = 327–41 | doi = 10.1007/s11412-008-9042-8 | s2cid = 23828491 }}</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" />
==Effects==
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=== History ===
The advent of computer-supported collaborative learning (CSCL) as an instructional strategy for [[second language acquisition]] can be traced back to the 1990s. During that time, the internet was growing rapidly, which was one of the key factors that facilitated the process.<ref name="Computer-Mediated Collaborative Lea">{{cite journal | last1 = Warschauer | first1 = M | year = 1997 | title = Computer-Mediated Collaborative Learning: Theory and Practice | url = | journal = The Modern Language Journal | volume = 81 | issue = 4| pages = 470–481 | doi = 10.1111/j.1540-4781.1997.tb05514.x | hdl = 10125/10585 }}</ref> At the time, the first [[wikis]] (such as [[WikiWikiWeb]]) were still undergoing early development,<ref>Ebersbach, Anja (2008), Wiki: Web Collaboration, Springer Science+Business Media, {{ISBN|3-540-35150-7}}</ref> but the use of other tools such as electronic discussion groups allowed for equal participation amongst peers, particularly benefiting those who would normally not participate otherwise during face-to-face interactions.<ref name="Computer-Mediated Collaborative Lea"/>
During the establishment of wikis in the 2000s, global research began to emerge regarding their effectiveness in promoting second language acquisition. Some of this research focused on more specific areas such as [[systemic-functional linguistics]], [[humanistic education]], [[experiental learning]], and [[psycholinguistics]]. For example, in 2009 Yu-Ching Chen performed a study to determine the overall effectiveness of wikis in an English as a second language class in Taiwan.<ref>Chen, Y. (2009). The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan. Dissertation Abstracts International, A: The Humanities and Social Sciences, 69(11), 4300.</ref> Another example is a 2009 study by Greg Kessler in which pre-service, non-native English speaker teachers in a Mexican university were given the task to collaborate on a wiki, which served as the final product for one of their courses. In this study, emphasis was placed on the level of grammatical accuracy achieved by the students throughout the course of the task.<ref>{{cite journal | last1 = Kessler | first1 = G | year = 2009 | title = Student-Initiated Attention to Form in Wiki-Based Collaborative Writing | url = | journal = Language Learning & Technology | volume = 13 | issue = 1| pages = 79–95 }}</ref>
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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>{{cite journal | last1 = Hurd | first1 = S | year = 2007 | title = Anxiety and non-anxiety in a distance language learning environment: The distance factors as a modifying influence | url = http://oro.open.ac.uk/6866/4/FLAnxiety-SYS_809-Uncorrectedproofs-5Oct2007.pdf| journal = System | volume = 35 | issue = 4| pages = 487–508 | doi = 10.1016/j.system.2007.05.001 }}</ref>
Various case studies and projects had been conducted in order to measure the effectiveness and perception of CSCL in a language learning classroom. After a collaborative internet-based project, language learners indicated that their confidence in using the language had increased and that they felt more motivated to learn and use the target language. After analyzing student questionnaires, discussion board entries, final project reports, and student journals, Dooly<ref>{{cite journal | last1 = Dooly | first1 = M | year = 2007 | title = Joining forces: Promoting metalinguistic awareness through computer-supported collaborative learning | url = | journal = Language Awareness | volume = 16 | issue = 1| pages = 57–74 | doi = 10.2167/la413.0 | s2cid = 144080827 }}</ref> suggests that during computer supported collaborative language learning, students have an increased awareness of different aspects of the target language and pay increased attention to their own language learning process. Since the participants of her project were language teacher trainees, she adds that they felt prepared and willing to incorporate online interaction in their own teaching in the future.
=== Cultural considerations ===
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[[Culture]] may be thought of as composed of "beliefs, norms, assumptions, knowledge, values, or sets of practice that are shared and form a system".<ref>Rapport, N. (2014). Social and cultural anthropology: The key concepts. Routledge.</ref> [[Learning communities]] focused in whole or part on second language acquisition may often be distinctly multicultural in composition, and as the cultural background of individual learners affects their collaborative norms and practices, this can significantly impact their ability to learn in a CSCL environment.<ref name="doi.org">{{cite journal | last1 = Economides | first1 = Anastasios A. | year = 2008 | title = Culture‐aware collaborative learning. | url = | journal = Multicultural Education & Technology Journal | volume = 2 | issue = 4| pages = 243–267 | doi = 10.1108/17504970810911052 }}</ref>
CSCL environments are generally valued for the potential to promote collaboration in cross-cultural learning communities. Based on [[social constructivist]] views of learning,<ref>Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes.</ref> many CSCL environments fundamentally emphasize learning as the co-construction of knowledge through the computer-mediated interaction of multivoiced community members. Computer-mediation of the learning process has been found to afford consideration of alternative viewpoints in multicultural/multilingual learning communities.<ref>Atsumi, T., Misumi, J., Smith, P., Peter, B., Peterson, M., Tayeb, M., … Tanzer, N. (1989). Groups, leadership and social influence. Recent Advances in Social Psychology: An International Perspective, 369–428.</ref> When compared to traditional face-to-face environments, computer-mediated learning environments have been shown to result in more equal levels of participation for ESL students in courses with native English speakers.<ref>{{cite journal | last1 = Warschauer | first1 = M | year = 2005 | title = Comparing face-to-face and electronic discussion in the second language classroom | url = | journal = CALICO Journal | volume = 13 | issue = 2–3| pages = 7–26 }}</ref> Language barriers for non-native speakers tend to detract from equal participation in general,<ref>{{cite journal | last1 = Gunawardena | first1 = C. N. | last2 = Nolla | first2 = A. C. | last3 = Wilson | first3 = P. L. | last4 = Lopez-Islas | first4 = J. R. | last5 = Ramirez-Angel | first5 = N. | last6 = Megchun-Alpizar | first6 = R. M. | year = 2001 | title = A cross‐cultural study of group process and development in online conferences | url = | journal = Distance Education | volume = 22 | issue = 1| pages = 85–121 | doi = 10.1080/0158791010220106 | s2cid = 144342720 }}</ref> and this can be alleviated to some extent through the use of technologies which support asynchronous modes of written communication.<ref>{{cite journal | last1 = Ku | first1 = H.-Y. | last2 = Lohr | first2 = L. L. | year = 2003 | title = A case study of Chinese student's attitudes toward their first online learning experience | url = | journal = Educational Technology Research and Development | volume = 51 | issue = 3| pages = 95–102 | doi = 10.1007/bf02504557 | s2cid = 27659143 }}</ref>
Online learning environments however tend to reflect the cultural, [[epistemological]], and [[pedagogical]] goals and assumptions of their designers.<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. ''Australasian Journal of Educational Technology'', 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/1822</ref> In computer-supported collaborative learning environments, there is evidence that cultural background may impact learner motivation, attitude towards learning and e-learning, learning preference (style), computer usage, learning behavior and strategies, academic achievement, communication, participation, knowledge transfer, sharing and collaborative learning.<ref name="doi.org"/> Studies variously comparing Asian, American and Danish and Finnish learners have suggested that learners from different cultures exhibit different interaction patterns with their peers and teachers in online.<ref>{{cite journal | last1 = Kim | first1 = K.-J. | last2 = Bonk | first2 = C. J. | year = 2002 | title = Cross-cultural Comparisons of Online Collaboration
==== Design implications ====
A "multiple cultural model" of [[instructional design]] emphasizes variability and flexibility in the process of designing for multicultural inclusiveness, focusing on the development of learning environments reflecting the multicultural realities of society, include multiple ways of teaching and learning, and promote equity of outcomes.<ref>Henderson, L. (1994). Reeves' pedagogic model of interactive learning systems and cultural contextuality (pp. 189–203). Presented at the Proceedings of the second international interactive multimedia symposium, Promaco Conventions Pty. Ltd. Perth.</ref><ref>{{cite journal | last1 = Henderson | first1 = L | year = 1996 | title = Instructional design of interactive multimedia: A cultural critique | url = https://researchonline.jcu.edu.au/1725/1/1725_Henderson_1996.pdf| journal = Educational Technology Research and Development | volume = 44 | issue = 4| pages = 85–104 | doi = 10.1007/bf02299823 | s2cid = 144557669 }}</ref> McLoughlin, C. & Oliver<ref>McLoughlin, C., & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. ''Australasian Journal of Educational Technology'', 16(1). Retrieved from http://ascilite.org.au/ajet/submission/index {{Webarchive|url=https://web.archive.org/web/20160304071844/http://ascilite.org.au/ajet/submission/index |date=2016-03-04 }}.</ref> propose a social, constructivist approach to the design of culturally-sensitive CSCL environments which emphasizes flexibility with regard to specific learning tasks, tools, roles, responsibilities, communication strategies, social interactions, learning goals and modes of assessment [B5]. Constructivist instructional design approaches such as R2D2<ref>{{cite journal | last1 = Willis | first1 = J | year = 1995 | title = A Recursive, Reflective Instructional Design Model Based on Constructivist-Interpretivist Theory | url = | journal = Educational Technology | volume = 35 | issue = 6| pages = 5–23 }}</ref> which emphasize reflexive, recursive, [[participatory design]] of learning experiences may be employed in developing CSCL which authentically engages learners from diverse linguistic and cultural backgrounds.
== Dyslexia in Computer-Supported Collaborative Learning ==
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=== 508 Compliance & the implications for Educators ===
Educators that choose to use the CSCL environment must be aware of [https://www.section508.gov/content/learn 508 compliance] and its legal implications. “In the U.S., the criteria for designing Web pages accessibly are provided by two major sets: the W3C’s [[Web Content Accessibility Guidelines|Web Accessibility Guidelines]] (WCAG) and the design standards issued under U.S. federal law, [[Section 508 Amendment to the Rehabilitation Act of 1973|Section 508 of the Rehabilitation Act]], as amended in 1998.1 Features of accessible design include, among others, the provision of ALT tags for nontextual elements, such as images, animations and image map hot spots; meaningful link text; logical and persistent page organization, and the inclusion of skip navigation links."<ref>{{cite journal | last1 = Schmetzke | first1 = Axel | last2 = Comeaux | first2 = David | year = 2009 | title = Accessibility Trends among Academic Library and Library School Web Sites in the USA and Canada | url = | journal = Journal of Access Services | volume = 6 | issue = 1–2| pages = 137–152 | doi = 10.1080/15367960802286286 | s2cid = 143698667 }}</ref>
Unfortunately, not all educators are exposed to these guidelines, especially if their collegiate programs do not provide exposure to the use of computers, aspects of web design or technology in education. In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.
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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|
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|
=== 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|
==== 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|
==== 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 book|
== 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|date=2018|title=Online collaboration in a large university class supports quality teaching|journal=Education Tech Research Dev|volume=66|issue=3|pages=671–69|doi=10.1007/s11423-017-9564-8|s2cid=67477303}}</ref> As collaborative learning is grounded in social constructivism, the interaction and collaboration during learning is valued.
==== Developing Professional Skills ====
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=== 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|doi=10.1177/1469787415616730|s2cid=61799342}}</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|issue=4|pages=769–805|doi=10.3102/0034654317704307|pmid=28989193|pmc=5613807}}</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|doi=10.2190/EC.40.2.a|citeseerx=10.1.1.465.1732|s2cid=62403984}}</ref>
Phase 1. Crisis of Authority
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