A review of web‐based collaborative learning: factors beyond technology

Abstract

Web-based collaborative learning has a large potential for knowledge acquisition. However, it has different characteristics compared with conventional learning scenarios; especially with respect to the social communication situation, message exchange, cognitive load and participation of the learners. To cope with possible problems resulting from these characteristics suitable instructional means have to be considered, like collaborative learning methods, on-line moderation, appropriate learning tasks or computer-based visualisation tools.

From Group-based Learning to Cooperative Learning: A Metacognitive Approach to Project-based Group Supervision

“…However, simply placing students into groups or creating group-based assessment tasks will not necessarily result in students developing these skills (Hron & Friedrich, 2003). In order to ensure students develop these skills, it is necessary to follow approaches specifically developed for these purposes (E. G. Cohen, 1994;Slavin, 1996).…”

Collaborative business planning in initial vocational education and training

“…In particular, research findings have indicated that the preferable learning task should be project-like, problemand practically-oriented and require learners to take different points of view in order to foster their collaboration (Hron and Friedrich 2003). Additionally, the complexity of the learning task has been argued as an important factor in determining the effectiveness of collaborative learning (Kirschner, Paas and Kirschner 2009).…”

“…The learning task of developing a business plan was project-like, problem-and practically-oriented and required learners to take different point of views (Hron and Friedrich 2003). The implementation of the task also included distance-learning (possibly at home) and asynchronous interaction, which require initiative and organization skills.…”

Using graphical tools in a phased activity for enhancing dialogical skills: An example with Digalo

“…Digalo has been conceived to aim and facilitate learning through and learning about argumentation. Like other tools meant to support argumentative learning (Hron and Friedrich 2003), Digalo provides graphical and visual descriptions of arguments that can serve as external references for collective learning or problem solving.…”