Abstract
Offering great flexibility, information and communication technologies (ICTs) facilitate immediate communication and interaction in either hybrid instruction or online training. Computer-supported collaborative learning (CSCL), mediated by ICTs, have come a long way to be embedded in learning management systems (LMSs). In the context of CSCL, groups of participants are involved to collaborate or interact within the group or between the groups. Of interest, this study proposes a conceptual model integrating Biggs’ Presage, Process, Product (3P) model and Front-end Analysis (FEA) to explore determinants of distributed cognition in CSCL. This study affirms that (1) the presage factors (i.e., learner attributes, instructional attributes, contextual attributes have an influence on collaborative practice (CP); (2) the process factor, collaborative practice (CP), has an influence on distributed cognition (Dcog); and (3) participation is a mediator on learner attributes to collaborative practices. The finding lends support to the empirical study by conducting the Delphi technique for qualitative method and/or a large-scale survey for quantitative study. The findings are discussed and further studies are suggested.
Highlights
Information and communication technologies (ICTs) afford distributed interaction and collaboration, and facilitates open, constructivist learning environment
Computer-supported collaborative learning (CSCL), mediated by ICTs, have come a long way to be embedded in learning management systems (LMSs)
This study affirms that (1) the presage factors (i.e., learner attributes, instructional attributes, contextual attributes have an influence on collaborative practice (CP); (2) the process factor, collaborative practice (CP), has an influence on distributed cognition (Dcog); and (3) participation is a mediator on learner attributes to collaborative practices
Summary
Information and communication technologies (ICTs) afford distributed interaction and collaboration, and facilitates open, constructivist learning environment. Recent studies in CSCL have indicated the findings that learners contribute differently to discourse (Bullen, 1998; Calvani, Fini, Molino, & Ranieri, 2010; Messick, 1989; Rienties, Tempelaar, Van den Bossche, Gijselaers, & Segers, 2009). Individuals approach their learning with an aid of different ICTs tools, styles, and strategies (Barker, 2008; Biasutti, 2011; Zhu, Valcke, & Schellens, 2010), computer self-efficacy (CSE), and academic motivation. The intent of this research is two-fold: (1) discuss distributed cognition as outcome indicator of CSCL effectiveness; (2) understand the determinants of distributed cognition across the three different communication channels (i.e., synchronous, asynchronous, and virtual reality)
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