Collaboration scripts and scaffolding

Abstract

This issue contains papers from two different genres of CSCL research. First, we have chosen to present two papers that address important issues related to group formation, cognitive group awareness, and the automatization of approaches for improving students' learning processes and outcomes. These studies show clearly how learning can become more productive with computational support. The two other studies are part of the tradition that describes, categorizes, and analyzes important interactional details supported in or by computational tools. All four studies offer new insights into the genesis of specific design features for productive student learning. In some of the papers, the role of teachers is discussed. The teacher's role is important in CSCL studies as an interactional partner scaffolding students in their efforts to become more productive in their academic work. Classroom discourse and automatic feedbackThe focus of the paper by Melanie Erkens, Daniel Bodemer, and Ulrich Hoppe is on how to scaffold teachers and students through automatic analysis and feedback. This paper grows out of the school of thought that the CSCL environment can enhance and regulate teaching and learning activities through orchestration and scaffolding (Dillenbourg and Jermann 2007;Fischer et al. 2013;Stegmann et al. 2016;Tchounikine 2016). In this paper, the authors analyze teachers' work, investigating how teachers need to appropriate new computational tools into their classroom routine. Classrooms are of course not fixed environments; the Intern. J. Comput.-Support. Collab. Learn (2016) 11:381-385

What is the Better Social Media for Mathematics Learning? A Case Study at A Rural School in Yogyakarta, Indonesia

“…This situation should be considered on the result comparison analysis. The role of teacher to arrange some activities to scaffold the student on using the learning media is very important (Ludvigsen et al, 2016) so student become familiar to the learning strategy and activity. Based on Table 2 on the last column, it can be known that usefulness and satisfaction factors are not significantly different.…”

“…Student's ability in actively building the knowledge, rather than more passively responding a tutorial action is very important in the new learning approach (Barak et al, 2011;Sadaf et al, 2016). Constructivism learning approach drives to think explicit learning, reasoning, problem solving and effective skill planning, learning to learn from a mistake, and developing reflective meta-cognitive skill (Furberg, 2016;Ludvigsen et al, 2016).…”

“…Articulation and reflection on their thought is whether it works or a necessary revision that is common in constructivist approach (Ludvigsen et al, 2016). Teacher and students have to involve in an active dialog.…”

“…Several design-based studies have scrutinized how various forms of digital support tools can support students' work in school science (Furberg, 2016). An effective method for knowledge setting must be simplifying, producing a new proposition, and increasing information manipulation to scaffold teachers and students through automatic analysis and feedback (Ludvigsen et al, 2016). There are three basic principles in the approach which must focus on experience and context which make students to wish and to be able to study (readiness), the instruction must be well structured so it can be easily understood by students, and learning must be planned to facilitate extrapolation and to fill the understanding gap up.…”

The online learning process and scaffolding in student teachers’ personal learning environments

“…A teacher must deconstruct the learning actions within the learner's zone of proximal development, provide sufficient practice for improving performance, and give meaningful feedback (Laurillard 2012). In addition, the teacher needs to design activities that will encourage students to construct their knowledge using web tools (Ludvigsen et al 2016). Following multiple techniques, online learning practices have become a new forum for scaffolding (Dabbagh 2003).…”