Computer-Supported Collaborative Learning

Cambridge handbook of the learning …, 2006

Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (colocated and distributed). It is also about understanding the actions and activities mediated by ICT. Educational applications range from generic collaboration environments (eg forums) to tools for developing domain-specific knowledge.

2002

Computer Support for Collaborative Learning (CSCL) is a field of study centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. This volume includes abstracts of papers that were presented during interactive poster sessions at CSCL 2002. Documenting an extremely heterogeneous, productive phase of inquiry with broad social consequences, these proceedings reflect the current state of CSCL research-- ...

suggested computer-supported collaborative learning (CSCL) as an emerging paradigm of educational technology. After six years, how has the field developed? What does research say about CSCL to date? What is the state of the art? The aim of the present paper is to explore the foundations for CSCL, and in doing so, to contribute to the theoretical as well as empirical understanding and development of CSCL research.

Proceedings of the International Conference on …, 2002

2011

Abstract The field of Computer-Supported Collaborative Learning (CSCL) explores the design and use of collaboration technologies to support learning systems, such as school classrooms or small groups of people building knowledge together. I hope that CSCL environments can be designed that make possible and encourage groups to think and learn collaboratively.

2000

The collaborative group and its members In his keynote at the CSCL 2007 conference, Gerhard Fischer cited Kipling's verse on the dialectic of group and individual. This dialectic is necessarily a primary concern for any theory of CSCL. The current issue of ijCSCL addresses this theme in diverse ways. While some established disciplines privilege the individual and others the social, theories of collaborative learning must center on the dialectical relationship between them. Approaches like cultural-historical activity theory (Engeström, 1999), actor-network theory (Latour, 2007) and situated learning (Lave, 1991) sketch their union in general terms. The papers in this issue take a more focused and applied approach, investigating the role of specific CSCL tools in mediating the relationship between individual and group.

2010

Abstract: Computer-Supported Collaborative Learning (CSCL) is the field concerned with how Information and Communication Technology (ICT) might support learning in groups (co-located and distributed). The chapter surveys key studies, common technologies, and significant events in the field. It presents basic concepts, multiple perspectives, and emerging trends in CSCL. A main distinction is drawn between the systemic and the dialogical approach to research.

2004

The ideas presented in this article are especially challenged by critical questions raised by the recent research approaches to collaborative learning in computer-supported settings. The question arises whether participants in computer-supported collaboration are able to successfully work on a common task and achieve a type of interaction that leads them to educationally relevant higher-level discussion and learning. This article will first discuss the central concepts and recent research trends in the area of collaborative learning. Further, the sometimes contradictory findings of research on Computer-Supported Collaborative Learning (CSCL) are presented. The aim of CSCL is to integrate research on collaborative learning with the use of Information and Communication Technologies (ICT). In the context of research on CSCL, it is also essential to consider the recent methodological challenges this work poses for studying collaborative learning in computer-supported settings. Finally, the pedagogical and contextual prerequisites and constraints for the formation of collaborative groups around mutual interests, skills and needs are described and suggestions are made on the basis of the recent research.