Computer-mediated Collaborative Learning Research Articles

Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach

Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach

Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach

Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach

Computer supported collaborative learning in Greek inclusive secondary education

Computer-assisted collaborative learning is known to challenge and motivate students with Learning Disabilities. The present paper therefore intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. According to literature review findings, these learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. Key words: Collaborative learning; computer-supported education; Inclusive education; Special Educational Needs and/or Disabilities; SEND

Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability

This experimental study systematically investigates the separate and interactive effects of mastery goal orientation (low versus high), collaboration-script use (with versus without) and computer mediation (face-to-face versus computer-mediated) on performance outcomes (i.e., report grades and lengths), affective outcomes (i.e., process satisfaction and solution satisfaction), motivational outcomes (i.e., collaborative learning self-efficacy, group efficacy, and task value), and social ability. Specifically, 99 undergraduate students identified as having either high or low mastery goal orientations were randomly assigned to use either face-to-face or computer-mediated interaction to complete two group assignments, one with scripted instruction and one with unscripted instruction. Statistical analysis revealed that those using collaboration scripts wrote significantly longer reports, and those participating in face-to-face collaboration had significantly lower grades and co-presence. Computer-mediated collaboration was found to have two significant interactive effects, (1) with collaboration scripts, on satisfaction with the discussion process, and (2) with mastery goal orientation, on report length. Additionally, the study identified a significant three-way interactive effect of collaboration scripts, computer mediation, and mastery goal orientation on group efficacy.

Modeling Learners’ Cognitive, Affective, and Social Processes through Language and Discourse

There is an emerging trend toward computer-mediated collaborative learning environments that promote lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper we highlight some of our recent work showing the advantages using theoretically grounded automated linguistics tools to identify pedagogically valuable discourse features that can be applied in collaborative learning, intelligent tutoring systems (ITS), computer-mediated collaborative learning (CMCL), and MOOC environments.

Modeling Learners’ Cognitive, Affective, and Social Processes through Language and Discourse

There is an emerging trend toward computer-mediated collaborative learning environments that promote lively exchanges between learners in order to facilitate learning. Discourse can play an important role in enhancing epistemology, pedagogy, and assessments in these environments. In this paper we highlight some of our recent work showing the advantages using theoretically grounded automated linguistics tools to identify pedagogically valuable discourse features that can be applied in collaborative learning, intelligent tutoring systems (ITS), computer-mediated collaborative learning (CMCL), and MOOC environments.

Rethinking Authenticity: Voice and Feedback in Media Discourse

Abstract As authentic communicative practices, news writing and media discourse have the potential to serve as pedagogical tools for foreign language students to explore content of interest. This study analyzed university students’ media discourse in the virtual world of Second Life and subsequent revisions of their works in progress with respect to (1) journalistic headlines, (2) journalistic vocabulary, (3) journalistic organization, and (4) journalistic style. The results have revealed connections between voice and composition—that is, exchanging and sharing true thoughts and feelings while maintaining a self-image facilitated more concise, engaging, clear, and relevant news writing from new or different perspectives. Participants’ actions, perceptions, and movements also facilitated a better understanding of communicative practices specific to the virtual world. The results suggest that we should rethink authenticity in terms of content, contexts, purposes, and audiences to design computer-mediated collaborative learning tasks and support students’ authentic engagement of peers or other international speakers in lingua franca communication. This study may shed light on the future use of new media literacy and playful peer discourse in foreign language writing.

Employing a structured interface to advance primary students' communicative competence in a text-based computer mediated environment

This study investigated whether a structured communication interface fosters primary students' communicative competence in a synchronous typewritten computer-mediated collaborative learning environment. The structured interface provided a set of predetermined utterance patterns for elementary students to use or imitate to develop communicative competence including comprising grammatical, sociolinguistic, discourse and strategic competence. Two intact classes of fifth graders; each with 33 students, participated in this study. The students in each class were randomly arranged into triads. Members of a triad were designated to separate computers, seated at a proper distance and required to collaboratively accomplish a shared learning task (concept mapping). One class was provided the structured communication interface. The other class used a generic (non-structured) interface. It was found that students who used the structured communication interface had significantly better communicative competence development, especially in strategic competence and discourse competence, than students using the unstructured condition. In addition, students using the structured interface continued to demonstrate better collaborative productivity.

Learning through online peer discourse: Structural equation modeling points to the role of discourse activities in individual understanding

Although learning through discourse activities seems well-documented, it is unclear which mechanisms and behavioral variables are involved. What exactly contributes to learning when two or more learners interact in online learning environments? To analyze interrelations between central discourse activities and individual learning outcomes at the level of constructs, we applied structural equation modeling to data collected from 160 dyads engaging in written online learning discourses within a series of homogeneous experiments. We analyzed three theory-based indicators of conceptual elaboration activities during online discourse: the number of questions asked to receive information and expand knowledge, the number of explanations formulated to express individual knowledge, and the amount of on-task discourse. Individual conceptual understanding was represented by objective learning parameters that varied in each particular experimental task. These measured general understanding of the topic addressed and particular understanding of conceptual terms, complemented by the gain in individual self-assessed knowledge. Results of structural equation modeling revealed a strong effect of dyadic conceptual elaboration on individual understanding at the construct level, demonstrating that dyadic elaboration fosters the development of an elaborated individual understanding of specialist concepts and general content knowledge. Moreover, conceptual elaboration was best measured by the number of explanations during discourse. Implications regarding which features of collaborative learning settings promote mutual conceptual elaboration are discussed. ► We examine indicators of learning in online discourse. ► Structural equation modeling revealed strong effect of dyadic conceptual elaboration on individual conceptual understanding. ► Conceptual elaboration is best measured by explanations. ► Features for computer-mediated collaborative learning settings are discussed.

Guiding knowledge communication in CSCL via group knowledge awareness

Computer-mediated collaboration is not in and of itself a beneficial setting for learning. Environments for computer-mediated collaboration need to trigger learning-productive interactions. In this paper, we propose to implement tools providing group knowledge awareness (GKA), i.e., information about collaborators’ knowledge. GKA is typically restricted in CSCL environments. A GKA tool visualizing self-assessed learner knowledge, their partner’s self-assessed knowledge, and thus the distribution of knowledge, was studied in a computer-mediated collaborative learning scenario. Thirty-eight dyads were randomly assigned to either the GKA condition (GKA tool) or a control condition (only learner’s own knowledge was visualized). Results show that the GKA tool guided learners in their collaboration and, more specifically, in designing their communicative acts. Depending on the self- vs. partner-oriented purpose of the communicative act, the learner’s own vs. the partner’s knowledge guided communication. Guided communication was a mechanism for perceived learning gains and perceived knowledge convergence. A knowledge test failed to reveal a significant difference between the GKA and the control condition. In this paper, we will discuss characteristics of GKA tools and their impact on collaboration.

Collaboration Scripts – A Conceptual Analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework on script-based learning that incorporates both external and internal collaboration scripts.

REVIEW: Online Collaborative Learning: Theory and Practice

his book is a collection of articles related to computer-mediated collaborative learning environments. It is edited by Tim S. Roberts from the Central Queensland University, Australia. The publisher is InfoSci, an imprint of Idea Group located both in the United States (Pennsylvania) and the United Kingdom (London). The book covers 13 chapters; each chapter is based on an article. In addition, there are separate sections for the Preface, the Authors, and the Index. The total number of pages is 321+xiv.

Cohesion in online groups

Groups are traditionally defined in terms of the interpersonal bonds that exist between group members and thus cohesion is based on the strength of those bonds. The transition of this definition of the group onto online groups leads to attempts to emulate face to face behaviour through presentation of group member pictures, video and detailed personal descriptions. However, this can be problematic due to reduced bandwidth and individual cues necessary for supporting interpersonal behaviour. A social identity approach to groups, in contrast, defines the group in terms of group members' cognitive representation of the group identity, rather than interpersonal bonds. From this perspective cohesion is defined in terms of the strength and salience of the group identity and is not dependent on the transference of interpersonal cues, or constrained by group size. Indeed, interpersonal information can act to the detriment of group cohesion. This counter-intuitive approach to cohesion in online groups has a number of implications in terms of group development and group behaviour in online groups. Two longitudinal field studies of computer-mediated collaborative learning groups investigated these issues. Cohesion in the groups was achieved through the application of this approach to both the design of the group tasks and communication environment, and results showed amongst other things, that cohesion was determined by identification with the group, and that this identification was associated with increased accountability, decreased conflict and, furthermore, positively influenced group productivity (measured by the group mark) through group member prototypicality. This paper discusses the theoretical approach outlined here, the specifics of the two longitudinal studies and the wider implications of this approach to online groups.

Language learning

Language learning

Computer-mediated collaborative learning

Abstract The study reported here investigates collaborative learning at the computer. Ten pairs of students were presented with a series of comprehension questions about Mary Shelley's novel Frankenstein or a Modern Prometheus along with a CD-ROM, Frankenstein Illuminated , containing the novel and a variety of source material. Five students worked with an interface based on a behaviorist model of instruction and five worked with an interface based on a constructivist model of instruction. It was hypothesized that the constructivist interface would lead to greater exploration and more instances of collaboration. Data included 10 hours of videotaped interactions, answers to the comprehension questions by each dyad, mouse moves and keystrokes as captured by Lotus ScreenCam software, and notes generated in the course of transcribing the video interactions. These data were analyzed both quantitatively and qualitatively. The study failed to support the hypothesis that a constructivist interface generates greater collaboration. Implications of the study are presented and discussed.

The effect of computer-mediated collaborative learning on solving III-defined problems

The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation of computer-mediated collaboration in distance learning are discussed.

Computer-mediated Collaborative Learning of Legal Argumentation

In this paper we review the role that collaborative learning can play in law. In particular, we see it as a constructive way of acquiring information not only about the domain, but also the processes that operate in the domain, and how to play the roles that arise in the domain. We have previously described a stand-alone dialogue tool to support such learning. In this paper we describe how the tool can be embedded in a more general environment which will support a variety of aspects of collaborative learning.

Differences in Knowledge-Building between Two Types of Networked Learning Environments: An Information-Flow Analysis

The main purpose of the present study was to examine how elementary school students improve their scientific discourse on a computer-networked database environment called “Computer-Supported Intentional Learning Environments (CSILE).” Students in two, five to six grade combined classrooms taught by the same teacher engaged in their computer-mediated collaborative learning for five weeks by utilizing different system configurations: single-note based (S-CSILE) vs. discussion-note based (D-CSILE). Tracking files automatically recorded by the system were used for an analysis of students' learning activities. Results showed that system affordance specially designed for joint written discourse in D-CSILE significantly facilitated students' joint knowledge-transformation activities as well as maintained each individual's activity to pursue her own agenda. Importance of such a system affordance was discussed from the perspective of distributed cognition.

Computer-Mediated Collaborative Learning: Theory and Practice

Computer-Mediated Collaborative Learning: Theory and Practice

Writing to Learn History On-Line

n 1991, two members of the University of Michigan's English Composition Board (ECB) and an American history teacher at Ann Arbor's Pioneer High School mulled over the question, How can we better teach American history to basic skills students using and technology? Over a three-year period, Robin Wax, the Pioneer teacher, and my colleagues and I at the ECB developed what came to be known as the Pioneer-University of Michigan Connection (P-UM) in response to that question. Based on research literature suggesting that writing-to-learn practices could improve students' content knowledge as well as their skills (Beaman 1985; Bronson 1985; Marik 1985; Self 1987; Watson 1985), we wanted to add to the high curriculum more frequent and varied tasks, ones with less emphasis on such familiar school writing as essay tests and academic essays. Also, knowing from experience that basic skills students tend to rely on passive learning styles and to find staying on task difficult, we wanted to introduce collaborative learning techniques to encourage active learning (Bruffee 1986; Gere 1987; Slavin 1983). From our experiences with and literature reviews of local-area-network electronic conferencing (Barker and Kemp 1990; Bump 1990; Butler and Kinneavy 1991; Faigley 1990; Hawisher and Selfe 1991), we believed that computer-mediated collaborative learning and writing-tolearn strategies could offer high students an active, social learning environment as well as a way of using to share with peers their burgeoning knowledge about history. Moreover, because basic skills students often see merely as a testing task, one at which they usually fail, and because they often know and care little about postsecondary education and the roles that literacy plays beyond high walls, we wanted to provide the Pioneer students