Abstract
There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a non-experimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.
Highlights
Computer Supported Collaborative Learning (CSCL) refers to learning situations mediated by technologies where small groups of 3 to 5 students are exposed to interaction in order to solve a complex unstructured problem or are required to design a project (Johnson, Johnson, & Stanne, 2000)
The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes
A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction
Summary
Computer Supported Collaborative Learning (CSCL) refers to learning situations mediated by technologies where small groups of 3 to 5 students are exposed to interaction in order to solve a complex unstructured problem or are required to design a project (Johnson, Johnson, & Stanne, 2000). In order to solve the challenge, the group needs to engage in an intense process of cooperation and negotiation which entails, as stated by the Community of Inquiry (CoI) framework, the interrelation of teaching presence, cognitive presence and social presence (Garrison, Anderson, & Archer, 2000). The process needs to be grounded on social presence, that is on personal recognition and intra group emotional support (Garrison, Cleveland-Innes, & Fung, 2010; Näykki, Isohätälä, Järvelä, Pöysä-Tarhonen, & Häkkinen, 2017; Onrubia & Engel, 2012).Well-structured collaboration improves individual learning and has a significant influence on students’ satisfaction (Johnson et al, 2000; King, 2007; Kwon, Liu, & Johnson, 2014; Medina & Suthers, 2008).
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