A Conceptual Framework for Computer Supported Collaborative Learning Requiring Immediate Presence (CSCLIP)

Sharda, Ramesh; RomanoJr., Nicholas C.; Lucca, J.

doi:10.1007/978-1-4615-0827-4_9

Cited by 6 publications

(5 citation statements)

References 36 publications

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“…Sharda, Romano and Lucca (2002) argue that the lack of opportunity to interact with lab mates and the instructor limits the richness and effectiveness of the learning experience. Similarly, Leigh et al (2000) at the National Center for Supercomputing Applications have also attempted to improve existing applications through tele-immersion, which they define as the integration of audio and video conferencing with collaborative Virtual Reality (VR).…”

Section: Possible Technical Solutionsmentioning

confidence: 98%

Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP): An Introduction

Romano¹,

Sharda

Lucca

2005

Inf Syst Front

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The dramatic increase in distance learning (DL) enrollments in higher education is likely to continue. However, research on DL that includes psychomotor, cognitive, and affective skills is virtually non-existent. Indeed, DL for psychomotor skills has been viewed as impossible. Laboratory coursework, which we define as including the acquisition of psychomotor, cognitive, and affective skills, has become a limiting factor in the growth of DL. What is needed is a synergistic integration of technologies and Human-Computer Interface (HCI) principles from Computer Supported Collaborative Learning (CSCL), collaborative learning systems, and immersive presence technologies to enable achievement of psychomotor learning objectives. This paper defines the Computer Supported Collaborative Learning requiring Immersive Presence (CSCLIP) research area, and introduces this special issue of Information Systems Frontiers on CSCLIP and the six papers contained herein.

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Section: Possible Technical Solutionsmentioning

confidence: 98%

Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP): An Introduction

Romano¹,

Sharda

Lucca

2005

Inf Syst Front

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“…Mapped to the CSCLIP research framework [1], our tools and methodology can be used to explore some group and individual factors such as communication skills, motivation, and attitudes. In addition, they offer a variety of measures of achievement and nonachievement, including participation, synergy, affective reward, domination (as reflected by capturing aggressive interaction styles), socialization (as reflected by interaction styles), and (decision) quality and improvement.…”

Section: Observations On Simulations For Csclip Research and As Csclipmentioning

confidence: 99%

“…As framed by [1], and [27], the CSCLIP research agenda is very broad and represents a multitude of theoretical bases and beneficial research avenues. Our technologies are relatively unsophisticated compared with most virtual reality delivery systems.…”

Section: Observations On Simulations For Csclip Research and As Csclipmentioning

confidence: 99%

“…In their research framework, Sharda et al [1] specify a number of variables that can affect the attainment of these learning objectives (e.g., familiarity with equipment), the instructor (e.g., teaching style), group and individual factors (e.g., homogeneity and motivation), tasks (e.g., difficulty), instructional technology (e.g., ease of use), process (e.g., comfort), and outcomes reflecting both achievement (e.g., quality) and nonachievement (e.g., domination).…”

Section: Introductionmentioning

confidence: 99%

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An example of CSCLIP delivery and research technologies with some preliminary findings from the field

Potter

Balthazard

2004

37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of The

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This paper presents research based on the development and use of two CSCLIP technologies presently used in university settings that are also useful in advancing CSCLIP research. The tools specifically deliver rich CSCLIP experiential learning, particularly affective behavioral learning dealing with group communication and dynamics, motivation and attitude, communication skills, information exchange. We describe these tools and their theoretical bases and then present an overview of a study that compares their performance with their non-computer supported counterpart.

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“…Sharda et al [2] while describing a research framework for one particular CSCL suggested dealing with a question: Does the level of task difficulty or complexity affect the effectiveness of the CSCL environment? This study therefore examined how elementary school students interact or contribute to accomplish group tasks with different difficulty levels in a CSCL situation.…”

Section: Introductionmentioning

confidence: 99%

How Elementary School Students Contribute to Different Computer Mediated Collaborative Tasks

Chiu

Yang

Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06)

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This paper reports a study which investigated how elementary school students contributed differently to accomplish computer mediated collaborative tasks with different difficulty levels. One hundred and forty-five sixth grade students participated in this study. Three experimental activities were arranged. Each activity required the students in three-member groups to perform a collaborative task. The first activity required a hard task, the second one required an easy task, and the third one required a medium task. A collaborative learning system was adopted to support the activities. Students' textual discussions showed that students in accomplishing the easy collaborative task exhibited less desirable interaction with their partners.

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A Conceptual Framework for Computer Supported Collaborative Learning Requiring Immediate Presence (CSCLIP)

Cited by 6 publications

References 36 publications

Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP): An Introduction

Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP): An Introduction

An example of CSCLIP delivery and research technologies with some preliminary findings from the field

How Elementary School Students Contribute to Different Computer Mediated Collaborative Tasks

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