Social Aspects of CSCL Environments: A Research Framework

Kreijns, Karel; Kirschner, Paul A.; Vermeulen, Marjan

doi:10.1080/00461520.2012.750225

Cited by 161 publications

(95 citation statements)

References 69 publications

(76 reference statements)

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“…What are the challenges to such potential enhancement in classroom settings (e.g. Kreijns et al 2013)? The diversity of the studies also limited the extent to which the predictive validity of emerging subthemes might have been examined.…”

Section: Methodsological Limitationsmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Section: Methodsological Limitationsmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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“…In the ''virtual'' world, instructional designers and developers have stressed technological and educational affordances and have developed many tools for their perception and use, but tools dedicated to social affordances as well as thinking about their necessity are still rudimentary. Kreijns et al (2013) introduce a theoretical framework for CSCL consisting of three core elements: sociability, social space, and social presence, along with their relationships with group members' mental models, social affordances, and learning outcomes. It Enhancing SSR in CL groups 129 postulates that the three core elements influence the social interaction needed for learning and the emergence of a social space to facilitate learning in teams.…”

Section: Traditions For Supporting Social and Cognitive Performance Imentioning

confidence: 99%

“…Another line of research has worked for supporting group awareness and sociability (Kreijns et al 2013). Kreijns et al combine two perspectives, namely a (1) technological system perspective (advanced by Kreijns et al 2002) developed in the area of CSCL environments together with social presence and social space and (2) social system perspective (advanced by Preece 2000) developed in the area of online communities along with usability issues like ease-of-use, learnability, chance of making errors, and so on (for an in-depth discussion see Kreijns 2004 1 ).…”

Section: Traditions For Supporting Social and Cognitive Performance Imentioning

confidence: 99%

“…Shared space does not only mean a joint ''physical'' (face-to-face communication) or ''virtual'' (e.g., chat) environment, but it is also to encourage sociability and socioemotional interaction. Social space is defined as the network of interpersonal and social relationships among group members embedded in the group norms and values, rules and roles, beliefs, and ideas (Kreijns et al 2013). In a practical sense, this implies creating tools that target the phases of regulated learning such that students are able and stimulated to plan together, monitor how the group is performing, evaluate the final product against the standards set up at the beginning, and finally regulate/change accordingly to achieve their learning goals.…”

Section: Social Space and Sharing In Interactionmentioning

confidence: 99%

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Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Järvelä

Kirschner

Panadero

et al. 2014

Education Tech Research Dev

Self Cite

244

159

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For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48(1):25-39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual selfregulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others' learning processes, (2) supporting externalization of one's own and others' learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.

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“…In order to create a social space for students to facilitate collaborative learning, it may be helpful to keep classes small, enabling teachers and students to have meaningful, task-related interaction. Group development resulting in a social space with trust, a sense of community, and strong interpersonal relationships might help in creating social interaction to stimulate learning [20].…”

Section: Introductionmentioning

confidence: 99%

Student Interaction in Small Private Online Courses

2017

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Introduction Social interaction is key in educational success. In online education, the creation of social interaction may be a challenge. This observational study evaluated to what extent social interactions occur during small private online courses (SPOCs). Methods Discussion forums of four courses of the UMC Utrecht's international Master's Program Epidemiology were assessed and posts were categorized as either content specific, functional/technical, or social. Results SPOCs at University Medical Center Utrecht showed substantial social interaction, creating involvement and student coherence, combined with students discussing and explaining content to each other. Interactions play a major role in SPOCs. Our results show that 43% of all discussion posts were social; 90% of social posts were initiated by students; and 94% was aimed at students. Conclusion SPOCs appear to provide a sustainable answer to the increased demand for online higher education, with an environment suitable for students to learn, in agreement with the need for social interaction in higher education.

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Social Aspects of CSCL Environments: A Research Framework

Cited by 161 publications

References 69 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools

Student Interaction in Small Private Online Courses

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