Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability.This explorative study deals with the construction and preliminary validation of a self-reporting (Dutch language) Sociability Scale for determining the perceived degree of sociability of CSCL environments. It is one-dimensional Scale consisting of 10 items and has an internal consistency of 0.92. It was further validated on the basis of a well-developed nomological network. The results of the explorative study are promising and show that the sociability scale has the potential to be useful as a measure for perceived sociability.

Designing Environments for Collaborative E-learning 3 Designing Electronic Collaborative Learning EnvironmentsCurrent research on and design of collaborative learning environments -often referred to as Computer Supported Collaborative Learning (CSCL) Environments -tends to focus on surface level characteristics. Educational researchers and designers are busy, for example, determining optimal group size for problem-based education as opposed to project-centered learning. To determine optimal group size, students' collaborative efforts and the results of these efforts are compared for groups of varying size in different educational settings. This approach resembles comparative research on the use of different media in education that was strongly -and we had hoped definitively -criticized by both Clark (1983) and Reeves (1993).Such research focuses on the media used and surface characteristics of the education provided. This surface level approach disavows the fundamental differences between the real determinants of learning and behavior in education and results in learning materials that are unreliable or even mathemathantic.A second problem is that educational institutions tend to apply traditional classroom ideas and pedagogy in non-contiguous collaborative learning environments, assuming that since these environments allow the interaction that we see in the classroom (e.g., chat, realtime meetings, and shared applications) traditional pedagogy can be used. Unfortunately these environments do not support such interactions in the same way that it occurs in face-to-face (i.e., time delay, lack of complete sensory contact, non-availability of off task activities, et cetera). The proximate result is often disgruntled or disappointed students and instructors, motivation that is quickly extinguished, poorly used environments, wasted time and money, and showcase environments that are often not much more than computer assisted page turning. The ultimate result is very similar to the first problem, no learning since the students tend to give up. Designing Environments for Collaborative E-learning 4The solution is as simple as it is elegant, namely attending not only to the technological prerequisites for collaboration (i.e., the technological environment), but also to the educational and social prerequisites for allowing collaboration to occur (i.e., the pedagogy and the social dynamics respectively). The educational part would take care of the first problem, namely choosing the right pedagogy to achieve one's aims and that take the characteristics of the media into account. The social part would enrich the chosen pedagogy by adding that element usually, almost automatically existent in contiguous learning, namely group formation and social dynamics within the group. This article provides a framework for designing such collaborative environments based upon the three prerequisites. It then goes into somewhat greater depth with respect to three non-surface level educational factors central to collaboration, namely task own...

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The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by educators and researchers who tend to concentrate on cognitive processes and on-task contexts. This "one-sided" educational focus largely determines the set of requirements in the design of computer-supported collaborative learning (CSCL) environments resulting in functional CSCL environments. In contrast, our research is aimed at the design and implementation of sociable CSCL environments which may increase the likelihood that a sound social space will emerge. We use a theoretical framework that is based upon an ecological approach to social interaction, centering on the concept of social affordances, the concept of the sociability of CSCL environments, and social presence theory. The hypothesis is that the higher the sociability, the more likely that social interaction will take place or will increase, and the more likely that this will result in an emerging sound social space. In the present research, the variables of interest are sociability, social space, and social presence. This study deals with the construction and validation of three instruments to determine sociability, social space, and social presence in (a)synchronous collaborating groups. The findings suggest that the instruments have potential to be useful as measures for the respective variables. However, it must be realized that these measures are "first steps."

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Welten institute -Research centre for Learning, teaching and technology, open university of the netherlands, Heerlen, the netherlands ABSTRACT In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers' perspectives.

Social presence is a construct that has attracted the attention of many educational scholars involved in online collaborative learning settings wherein all the dialogue is happening through textbased asynchronous and synchronous communication channels. The social presence of the learning group members is associated with the degree of participation and social interaction amongst them and, as such, is therefore considered a critical variable for learning. The Community of Inquiry (CoI) framework defines social presence as the ability to project one's personal identity in the online community so that she or he is perceived as a 'real' person and/or as progressing through the phases (1) acquiring a social identity, (2) having purposeful communication, and (3) building relationships. However, the CoI social presence construct and its operationalization still leave many issues open. In this article, the original social presence construct is disentangled, concluding that it actually represents two constructs, namely (1) 'social presence' (degree of 'realness' of the other in the communication), and (2) 'social space' (degree to which social interpersonal relationships are salient). It is identified that social presence in the CoI model is actually integrating both constructs but with an emphasis on social space. Extending the CoI framework by making a distinction between social presence and social space is beneficial to the CoI model, because attention to its design and implementation can now be more precise. In addition, as social presence and social space are both progressive and developmental in nature, it fits the underlying philosophy of the CoI framework that embraces this dynamic characteristic.

Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of ICT infrastructure, teachers are more often reluctant rather than willing to use ICT. This article reviews existing literature to 1) select a theoretical model that is suited to explain this, and 2) uncover important variables at various levels, including the individual and school organisation that should be included in the model. As a result, it adopts Fishbein's Integrative Model of Behaviour Prediction (IMBP). This model forces the explicit consideration of dispositional variables including attitude, self-efficacy and subjective norm that are the direct and indirect antecedents of intentional ICT usage and real ICT use. Rather than concentrating on general ICT usage, IMBP is concerned with the use of specific ICT tools, such as digital learning materials. The authors believe that IMBP as a diagnostic tool will shed more light upon the issues surrounding teachers' ICT usage.