Computer Supported Collaborative Learning Scenarios

2011 ◽  
pp. 138-143
Author(s):  
Bernhard Ertl
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Central Element ◽  
Learning Task ◽  
External Representation ◽  
Learning Material ◽  
Computer Supported Collaborative Learning ◽  
Computer Screen ◽  
Learning Scenarios ◽  
Best Fit

There are many ways in which information technology (IT) can be integrated into the curriculum. IT can, for example, enable access to learning material and resources, it can feature learners’ communication, and also provide instructional elements for the learners. The exact method by which IT is applied to the learning situation is however dependant upon the scenario in which it is required. This article is about computer-supported collaborative learning scenarios. These are characterised by the fact that two or more learners work together to acquire knowledge about a particular topic. Learners may sit together in front of the same computer screen and work in a learning environment, or they may be spatially or temporally separated and use IT for their communication as well as for access to the learning environment. This communication may use chatrooms, newsgroups, or one of the forms of audio-visual communication, such as videoconferencing. The method of communication should be adapted to best fit the learning scenario for which it is being applied (Ertl, Kopp, & Mandl, 2007). Whether or not the collaboration partners are in the same place, the computer screen and its contents are always the central element in the computer supported learning environment. The information displayed on the screen is used to focus the collaborative learning process on particular aspects of the learning task, for example, on ontologies and argumentation moves (Ertl, Fischer, & Mandl, 2006; Suthers & Hundhausen, 2003). Consequently, the design of the screen is of great importance, and an improvement in this area can be an improvement in the instructional make up of a learning environment. It must be noted that the term ‘design’ in this case is not used to mean the particular aspects of usability, but refers to development of an instructional prestructure of the shared screen (Ertl et al., 2006; Fischer, Bruhn, Gräsel, & Mandl, 2002; Suthers & Hundhausen, 2003). This structure can be seen as an external representation of the instructor’s knowledge about the topic at hand, and is given to the learners as instructional support.

Towards a Hybrid Modeling

2015 ◽  
pp. 422-442
Keyword(s):  
Learning Environment ◽  
Hybrid Approach ◽  
Hybrid Modeling ◽  
Management Policy ◽  
Computer Supported Collaborative Learning ◽  
Web 3.0 ◽  
Potential Case ◽  
Learning Scenarios ◽  
Collaborative Learning Environment

This chapter introduces the reader to Part IV of the book, proposing and discussing a hybrid approach that may serve, not only to synthesize and represent knowledge obtained from the data, but also to explore possible future online learning environment (OLE) states, given different management, policy or environmental scenarios. Pragmatically, this chapter explores the potentiality of the quality of collaboration (QoC) within an Internet-based computer-supported collaborative learning environment and quality of interaction (QoI) with a LMS, both involving fuzzy logic-based modeling, as vehicles to improve the personalization and intelligence of an OLE. Furthermore, QoC and QoI can form the basis for a more pragmatic approach of OLEs under the perspective of semantic Web 3.0, within the context of Higher Education. Finally, a potential case study of the examined hybrid modeling, referring to the “i-TREASURES” European FP7 Programme, is discussed, to explore its applicability and functionality under pragmatic learning scenarios.

Scaffolding Role of Computer-Supported Collaborative Learning Environment on Collaboration and Academic Literacy

2017 ◽  
pp. 474-494
Author(s):  
Ke Zhao
Keyword(s):  
Collaborative Learning ◽  
Focus Group ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Social Cognitive ◽  
Academic Literacy ◽  
Computer Supported Collaborative Learning ◽  
Essay Writing ◽  
Four Dimensions ◽  
Group Interviews

Drawing on knowledge building and social cognitive perspectives on academic literacy, this chapter argues for a design framework of Computer-Supported Collaborative Learning (CSCL) environment featured by Knowledge Forum for Chinese tertiary business English students. An initial design study was reported to evaluate the design effect of CSCL environment on collaboration and academic literacy and to further investigate factors facilitating academic literacy development. Four intact classes with 102 Year One students participated in a 12-week project learning in two different learning environments, namely Computer-Supported Collaborative Inquiry Learning (CSCIL) and Regular Project-Based Learning environment (RPBL). Data was obtained from exam results, survey, essay writing quality, and focus group interviews. Four dimensions of academic literacy were identified and rated. MANOVA analyses showed significant main effects of environment indicating that CSCIL groups have significant higher gains in conceptual understanding and argumentative construction. Contrastive analyses of focus group interview data identify the interplay of social, cognitive, and technological dynamics that facilitate collaborative conceptual understanding and argumentative construction. Implications and further design issues are also discussed.

Scripts for Facilitating Computer Supported Collaborative Learning

2011 ◽  
pp. 745-750
Author(s):  
Bernhard Ertl ◽  
Heinz Mandl
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaboration Skills ◽  
Learning Scenarios ◽  
Collaboration Process

Many distance learning scenarios, for example, virtual seminars, use collaborative arrangements for learning. By applying them, they offer learners the chance to construct knowledge collaboratively. However, learners often do not possess the skills necessary for a beneficial collaboration. It is therefore important that learners are offered support in these learning scenarios. Scripts for collaborative learning can provide support. They can guide learners through their collaboration process (Ertl, Kopp, & Mandl, 2007b) and help them to acquire collaboration skills (Rummel & Spada, 2005). Scripts for collaboration were originally developed in order to support text comprehension. They facilitate two or more learners—who are similar as far as their existing knowledge and learning strategies are concerned— in their efforts to understand contents provided by theory texts. Collaboration scripts split this process into a sequence of smaller steps, assign each learner to a particular role, and offer a number of comprehension strategies, such as questions, feedback, and elaboration. Each one of these learners has a defined role to play, which in turn is associated with certain strategies and varies within the different phases.

A Model of Collaborative Learning Scripts Instantiated with Mobile Technologies

2011 ◽  
pp. 56-68 ◽  
Author(s):  
Pierre Dillenbourg ◽  
Zeno Crivelli
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Distributed Simulation ◽  
Mobile Technologies ◽  
Simulation Environment ◽  
Computer Supported Collaborative Learning ◽  
Pedagogical Design ◽  
Task Division

Scripts are pedagogical methods for triggering productive interactions during computer-supported collaborative learning. SWISH is a pedagogical design model for constructing scripts: it articulates the nature of expected interactions to the nature of task division enforced by the script. This model is applied to mobile learning: different task divisions are supported by a distributed simulation environment, in which the client runs on mobile phones or PDAs. This contribution maps the computational architecture of the learning environment to a model of collaborative learning.

Incorporating Technology in a Cooperative Learning Environment

2021 ◽  
pp. 779-789
Author(s):  
James Oren
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Instructional Method ◽  
Technological Innovations ◽  
Computer Supported Collaborative Learning

Cooperative learning is largely considered a powerful instructional method. Decades of research based on the interdependency theory has created a strong framework on how to design an effective cooperative learning environment. In recent years, new technological innovations have emerged, creating a new field of research known as Computer-Supported Collaborative Learning. This chapter examines how technology can be incorporated using the foundation set by cooperative learning, the challenges such incorporation solves, and the challenges it creates. Additionally, this chapter poses some recommendations for both practitioners and researchers of cooperative learning.

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