Computer-supported collaborative learning
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
The study of computer-supported collaborative learning draws on a number of academic disciplines, including instructional technology, educational psychology, sociology, cognitive psychology, and social psychology. It is related to collaborative learning and computer supported cooperative work (CSCW).
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 behaviorist method that was popular throughout the mid-twentieth century. In the 1970s as cognitivism gained traction with educators, designers began to envision learning technology that employed artificial intelligence models that could adapt to individual learners. Computer-supported collaborative learning emerged as a strategy rich with research implications for the growing philosophies of constructivism and social cognitivism.
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. 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.
The ijCSCL was established by the CSCL research community and ISLS. It began quarterly publication by Springer in 2006. It is peer reviewed and published both online and in print. Since 2009, it has been rated by ISI as being in the top 10% of educational research journals based on its impact factor.
The rapid development of social media technologies and the increasing need of individuals to understand and use those technologies has brought researchers from many disciplines to the field of CSCL. CSCL is used today in traditional and online schools and knowledge-building communities such as Wikipedia.
The field of CSCL draws heavily from a number of learning theories that emphasize that knowledge is the result of learners interacting with each other, sharing knowledge, and building knowledge as a group. Since the field focuses on collaborative activity and collaborative learning, it inherently takes much from constructivist and social cognitivist learning theories.
The roots of collaborative epistemology as related to CSCL can be found in Vygotsky's social learning theory. Of particular importance to CSCL is the theory's notion of internalization, or the idea that knowledge is developed by one's interaction with one's surrounding culture and society. The second key element is what Vygotsky called the Zone of proximal development. This refers to a range of tasks that can be too difficult for a learner to master by themselves but is made possible with the assistance of a more skilled individual or teacher. These ideas feed into a notion central to CSCL: knowledge building is achieved through interaction with others.
Cooperative learning, though different in some ways from collaborative learning, also contributes to the success of teams in CSCL environments. The five elements for effective cooperative groups identified by the work of Johnson and Johnson are positive interdependence, individual accountability, promotive interaction, social skills, and group processing. Because of the inherent relationship between cooperation and collaboration, understanding what encourages successful cooperation is essential to CSCL research.
In the late 1980s and early 1990s, Marlene Scardamalia and Carl Bereiter wrote seminal articles leading to the development of key CSCL concepts: knowledge-building communities and knowledge-building discourse, intentional learning, and expert processes. Their work led to an early collaboration-enabling technology known as the Computer Supported Intentional Learning Environment (CSILE). Characteristically for CSCL, their theories were integrated with the design, deployment, and study of the CSCL technology. CSILE later became Knowledge Forum, which is the most widely used CSCL technology world-wide to date.
Other learning theories that provide a foundation for CSCL include distributed cognition, problem-based learning, cognitive apprenticeship, and situated learning. Each of these learning theories focuses on the social aspect of learning and knowledge building, and recognizes that learning and knowledge building involve inter-personal activities including conversation, argument, and negotiation.
Only in the last 15 to 20 years have researchers begun to explore the extent to which computer technology could enhance the collaborative learning process. While researchers, in general, have relied on learning theories developed without consideration of computer-support, some have suggested that the field needs to have a theory tailored and refined for the unique challenges that confront those trying to understand the complex interplay of technology and collaborative learning.
Collaboration theory, suggested as a system of analysis for CSCL by Gerry Stahl in 2004, postulates that knowledge is constructed in social interactions such as discourse. The theory suggests that learning is not a matter of accepting fixed facts, but is the dynamic, on-going, and evolving result of complex interactions primarily taking place within communities of people. It also emphasizes that collaborative learning is a process of constructing meaning and that meaning creation most often takes place and can be observed at the group unit of analysis. The goal of collaboration theory is to develop an understanding of how meaning is collaboratively constructed, preserved, and re-learned through the media of language and artifacts in group interaction. There are four crucial themes in collaboration theory: collaborative knowledge building (which is seen as a more concrete term than "learning"); group and personal perspectives intertwining to create group understanding; mediation by artifacts (or the use of resources which learners can share or imprint meaning on); and interaction analysis using captured examples that can be analyzed as proof that the knowledge building occurred.
Collaboration theory proposes that technology in support of CSCL should provide new types of media that foster the building of collaborative knowing; facilitate the comparison of knowledge built by different types and sizes of groups; and help collaborative groups with the act of negotiating the knowledge they are building. Further, these technologies and designs should strive to remove the teacher as the bottleneck in the communication process. In other words, the teacher should not have to act as the conduit for communication between students or as the avenue by which information is dispensed. Finally, collaboration theory-influenced technologies will strive to increase the quantity and quality of learning moments via computer-simulated situations.
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. 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.
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.
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 are ideal for this kind of learning.
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.
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. Any file sharing or communication tools can be used to facilitate CSCL in problem- or project-based environments.
“Metafora” is a software which is used in Computer Supported Collaborative Learning which is funded by European (EU) commission which is currently under development. Its main aim is to support collaborative learning in mathematics and science putting together several advanced technological and pedagogical ideas. This software will include a tool for the students to plan their activities, space for argumentative discussions and software components for facilitation of science and math inquiry called "micro worlds". When the students are assigned to some group activity they need to answer in two weeks’ time. This will help them how to solve it, simulate, discuss and exchange materials. The teacher moderates the learning process, instead of giving a frontal lecture. Such a learning environment presents challenges for the teachers and the developers, thus it has helped to develop a series of seminars in which the teachers have learned about the role the teachers play in such a learning environment.
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 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 whatever form the design calls for, in order to ensure objectives have been met for all students.
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. 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. 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.
Effects of CSCL
According to Salomon (1995), the possibility of intellectual partnerships with both peers and advanced information technology has changed the criteria for what is counted to be the effects of technology. Instead of only concentrating on the amount and quality of learning outcomes, we need to distinguish between two kinds of effects: that is, “effects with a tool and/or collaborating peers, and effects of these.” He used the term called “effects with” which is to describe the changes that take place while one is engaged in intellectual partnership with peers or with a computer tool. For example, the changed quality of problem solving in a team. And he means the word “effects of” more lasting changes that take place when computer-enhanced collaboration teaches students to ask more exact and explicit questions even when not using that system.
It has a number of implications for instructional designers, developers, and teachers.
• First, it revealed what technological features or functions were particularly important and useful to students in the context of writing, and how a CSCL system could be adapted for use for different subject areas, which have specific implications for instructional designers or developers to consider when designing CSCL tools.
• Second, this study also suggested the important role of a teacher in designing the scaffolds, scaffolding the collaborative learning process, and making CSCL a success. Third, it is important that a meaningful, real-world task is designed for CSCL in order to engage students in authentic learning activities of knowledge construction.
Criticism and concerns
Though CSCL holds promise for enhancing education, it is not without barriers or challenges to successful implementation. Obviously, students or participants need sufficient access to computer technology. Though access to computers has improved in the last 15 to 20 years, teacher attitudes about technology and sufficient access to Internet-connected computers continue to be barriers to more widespread usage of CSCL pedagogy.
Furthermore, instructors find that the time needed to monitor student discourse and review, comment on, and grade student products can be more demanding than what is necessary for traditional face-to-face classrooms. The teacher or professor also has an instructional decision to make regarding the complexity of the problem presented. To warrant collaborative work, the problem must be of sufficient complexity, otherwise team work is unnecessary. Also, there is risk in assuming that students instinctively know how to work collaboratively. Though the task may be collaborative by nature, students may still need training on how to work in a truly cooperative process.
Others have noted a concern with the concept of scripting as it pertains to CSCL. There is an issue with possibly over-scripting the CSCL experience and in so doing, creating "fake collaboration." Such over-scripted collaboration may fail to trigger the social, cognitive, and emotional mechanisms that are necessary to true collaborative learning.
There is also the concern that the mere availability of the technology tools can create problems. Instructors may be tempted to apply technology to a learning activity that can very adequately be handled without the intervention or support of computers. In the process of students and teachers learning how to use the "user-friendly" technology, they never get to the act of collaboration. As a result, computers become an obstacle to collaboration rather than a supporter of it.
- Collaborative learning
- Educational technology
- Computer supported cooperative work
- Collaborative information seeking
- Educational Psychology
- Group cognition
- Online Community of Practice
- Mobile Computer Supported Collaborative Learning
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