Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Ludvigsen, Sten; Mørch, Anders I.

doi:10.1016/b978-0-08-044894-7.00493-0

Cited by 63 publications

(41 citation statements)

References 19 publications

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“…One aspect is represented by the locus of learning, which can be at the individual, the group, or the community level, and expressed in analytic terms by the unit of analysis. This study follows conceptualization by Valsiner & van der Veer (2000), Ludvigsen and Mørch (2010) or Säljö (2004) acknowledging that meaning making and knowledge are constructed in a less-well-charted middle ground of the interaction, involving individual and collective input. Social interaction at the group level, expressed in language and actions, allows us to pin down the important aspects of the knowledge construction effort.…”

Section: An Integrative Analytic Frameworkmentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

106

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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Section: An Integrative Analytic Frameworkmentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

106

100

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“…Outra iniciativa que impulsionou a divulgação dos trabalhos sobre a temática foi a criação, em 2006, do International Journal of Computer-Supported Collaborative Learning. 2 As origens da CSCL repousam no desenvolvimento de 3 projetos, todos idealizados com o objetivo comum de orientar a educação à constituição de significado, a partir do emprego das TIC, com a incorporação de novas formas de atividade social na instrução. 1 O Eletronic Networks for Interaction (ENFI), da Universidade de Gallaudet (EUA), buscou auxiliar o desenvolvimento da escrita por alunos surdos ou com pouca audição; o Computer-Supported Intentional Learning Environment (CSILE), da Universidade de Toronto (Canadá), buscou o estímulo à escrita dos alunos; o Fifth Dimension, da Universidade da Califórnia em San Diego (EUA), buscou melhorar a habilidade de escrita e de resolução de problemas dos estudantes.…”

Section: Introductionunclassified

“…3,4 Atividades pautadas na CSCL podem ser aplicadas a todos os níveis da educação formal e na educação informal e têm como vantagens a melhora da qualidade das soluções para problemas propostos pelo professor; o compartilhamento dos resultados de pesquisa entre os membros do grupo; a exposição de várias perspectivas e interpretações; a promoção da argumentação; a construção social do conhecimento e a mudança conceitual do indivíduo; diversos tipos de comunicação (aluno-aluno; aluno-professor; professor-aluno). 2 Partindo desse pressuposto, neste trabalho de caráter exploratório temos como objetivo descrever uma atividade didática pautada em interações colaborativas estabelecidas entre estudantes de graduação em Química em um Ambiente Virtual de Aprendizagem (AVA), denominando eduqui.info, desenvolvido no âmbito do Grupo de Pesquisa em Ensino de Química do IQSC (GPEQSC), com o apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), no qual os estudantes interagiram por meio da ferramenta Fórum em busca da melhor solução para casos investigativos de forma colaborativa. A análise das interações foi realizada com base no Modelo de Aprendizagem Colaborativa, sucintamente descrito a seguir, com o intuito de investigarmos a efetividade da colaboração por meio do desenvolvimento de habilidades de comunicação.…”

Section: Introductionunclassified

Casos investigativos para a promoção da CSCL no Ensino Superior de Química

Cabral¹,

Souza²,

Queiroz³

2017

Quim. Nova

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INVESTIGATIVE CASE STUDIES FOR THE PROMOTION OF CSCL IN UNDERGRADUATE CHEMISTRY TEACHING.This paper addresses a didactic activity based on computer-supported collaborative learning (CSCL) principles applied to a scientific communication course offered to undergraduate chemistry students. We investigated the dynamics of interactions among the students within the groups focusing on skills of conversation described in the Collaborative Learning Model developed by Soller et al. In a virtual learning environment named eduqui.info students solved investigative case studies related to environmental pollution caused by plastic and oil, replacement of aviation gasoline by ethanol and replacement of trans fat found in foods. The messages posted on eduqui.info Forum were analyzed for the identification of the students' collaboration effectiveness. The major subskills related to Collaborative Learning Model found in the students' messages were inform, argue and request. Activities like the one addressed in this study can help undergraduate chemistry students to learn and apply core scientific concepts and skills.Keywords: case studies; chemistry; higher education; eduqui.info. Pesquisas relacionadas à CSCL têm sido reportadas na literatura ao longo dos últimos anos e apontam que os avanços tecnológicos e a criação de ferramentas de interação social permitem que os estudantes se conectem de forma síncrona ou assíncrona, o que coloca a CSCL em integração com o ambiente educacional, validando a sua importância e expansão. 3,4 Atividades pautadas na CSCL podem ser aplicadas a todos os níveis da educação formal e na educação informal e têm como vantagens a melhora da qualidade das soluções para problemas propostos pelo professor; o compartilhamento dos resultados de pesquisa entre os membros do grupo; a exposição de várias perspectivas e interpretações; a promoção da argumentação; a construção social do conhecimento e a mudança conceitual do indivíduo; diversos tipos de comunicação (aluno-aluno; aluno-professor; professor-aluno). INTRODUÇÃO 2Partindo desse pressuposto, neste trabalho de caráter exploratório temos como objetivo descrever uma atividade didática pautada em interações colaborativas estabelecidas entre estudantes de graduação em Química em um Ambiente Virtual de Aprendizagem (AVA), denominando eduqui.info, desenvolvido no âmbito do Grupo de Pesquisa em Ensino de Química do IQSC (GPEQSC), com o apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), no qual os estudantes interagiram por meio da ferramenta Fórum em busca da melhor solução para casos investigativos de forma colaborativa. A análise das interações foi realizada com base no Modelo de Aprendizagem Colaborativa, sucintamente descrito a seguir, com o intuito de investigarmos a efetividade da colaboração por meio do desenvolvimento de habilidades de comunicação. Dessa forma, pretendemos contribuir para a evolução de estudos que envolvam a CSCL a partir da investigação das interações entre os estudantes, considerando estas como um processo socia...

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“…It is concerned with how information and communication technologies might support learning in groups (located and distributed) (Ludvigsen & Mørch, 2010;Noroozi, Biemans, Busstra, Mulder, & Chizari, 2011;Noroozi, Busstra, et al, 2012). A large number of studies have demonstrated that, in order to improve students' learning outcomes in CSCL, attention should be paid to the nature of the learning processes.…”

Section: Research On Support Components Of Students' Learningmentioning

confidence: 99%

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

Engeness

Edwards

2016

Scandinavian Journal of Educational Research

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The relationship between the different mediational means for supporting students' learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin's conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher's interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners' attention towards the potential of the mediational resources, elicits, organises, and structures students' knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students' learning. ARTICLE HISTORY

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Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends

Cited by 63 publications

References 19 publications

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Casos investigativos para a promoção da CSCL no Ensino Superior de Química

The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools

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