Computer Supported Collaborative Learning: A Review

One of the basic requirements for education in the future is to prepare learners for participation in a networked, information society in which knowledge will be the most critical resource for social and economic development. Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Collaborative or group learning ?? Several important aspects of knowledge-seeking inquiry characteristic of scientific research outlined above are implemented in the structure of the Computer-supported Intentional Learning Environment (CSILE). There is evidence that CSILE, in fact, facilitates higher-order cognitive processes and collaborative knowledge-building. Evaluations comparing CSILE and nonCSILE classrooms at the elementary level have shown significant advantages for CSILE.

Information Systems Frontiers, 2005

One of the basic requirements for education in the future is to prepare learners for participation in a networked, information society in which knowledge will be the most critical resource for social and economic development. Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Collaborative or group learning ?? Several important aspects of knowledge-seeking inquiry characteristic of scientific research outlined above are implemented in the structure of the Computer-supported Intentional Learning Environment (CSILE). There is evidence that CSILE, in fact, facilitates higher-order cognitive processes and collaborative knowledge-building. Evaluations comparing CSILE and nonCSILE classrooms at the elementary level have shown significant advantages for CSILE.

Proceedings of the 1999 conference on Computer support for collaborative learning - CSCL '99, 1999

Computer supported collaborative learning (CSCL) offers promising innovations and tools for restructuring teaching-learning processes to prepare students for the emerging knowledge society. However, sufficient and reliable data have not been available concerning how the practices of CSCL fit in different school cultures, and how teachers with varying pedagogical and domain expertise and students with varying skills, attitudes and learning experiences are able to function with different network learning environments. This paper discusses the challenges of CSCL on the basis of intensive case studies conducted in Finnish elementary and secondary schools. The results of these studies indicate that in order to promote educational change and facilitate practices of collaboration at school with the new information and communication technology and CSCL, serious challenges have to be overcome. The analysis revealed challenges that can be categorized according to three dimensions: pedagogical, technical, and organizational. Focus of the article is on pedagogical challenges.

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.

2003). Unravelling basic componets and dimensions of powerful learning environments (pp. 35-53). Amsterdam: Elsevier.

The goal of this Workshop is to present aspects of the research that takes place in different laboratories in Greece, that combines a concern for conceptual change in science and mathematics with an interest in the implementation of relevant CSCL environments. The accumulated experience brings forth the opportunity to discuss the new affordances that are provided by the availability of CSCL software in achieving demanding science and mathematics concept learning and possible routes of introducing CSCL in the practice of Greek schools.

Lecture Notes in Computer Science

Computer Supported Collaborative Learning (CSCL) is one of the most promising innovations which will improve teaching and learning with the help of modern information and communication technology. In this article we discuss the theoretical principles derived from educational and cognitive psychology for developing CSCL culture in Finnish schools. We also describe a large research project based on the theoretical principles emphasized. The purpose of the research project is to analyse the cognitive and social effects of CSCL in elementary and high schools. The project is still in progress and is being carried out by setting up CSCL networks in several lower and upper elementary schools and also high school classrooms in Finland. In this paper we report on our intensive case studies for analysing the sociocognitive effects of CSCL and describe a study where Computer Supported Intentional Learning Environment (CSILE) was used for science learning projects in upper elementary classrooms.