Computer-supported Collaborative Learning Environment Research Articles

Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model

Several challenges exist in computer-supported collaborative learning environments, such as the potential for distraction and student boredom and isolation, which may adversely affect the quality of collaborative learning and knowledge construction. On the other hand, as an innovative learning tool, physical robots are seen as successful collaborative learning facilitators that can raise student engagement, strengthen social presence, and boost learning results. Meanwhile, tasks designed based on Bloom's taxonomy further ensure students' attention and cognitive growth in robot-supported collaborative learning (RSCL) environments. Although some researchers have explored how to maintain engagement in previous studies on robots, it is still difficult due to the lack of a commonly employed annotation method for evaluating engagement. Therefore, this study proposed the interactive, constructive, active, passive, and behavioral (ICAPB) engagement coding model, combining cognitive and behavioral engagement, to comprehensively analyze the relationship between pre-knowledge, student engagement, and learning achievement in the RSCL environment. An experiment was conducted in a first-aid course at a university to evaluate the effectiveness of this approach. The study involved a total of 36 students using a collaborative robotic system with Bloom's taxonomy. The results showed that pre-knowledge, whether at a high or low level, did not significantly affect students' posttest scores. Instead, student engagement significantly positively impacted their learning achievement.

Development of Design Principles of Group Awareness Tool for Facilitating Computer-supported Collaborative Argumentation

As one of the forms of collaborative learning, collaborative argumentation can improve students’ argumentation skills, promote effective content learning and cultivate critical thinking. Especially in the field of Computer-supported Collaborative Learning (CSCL), such as conflicts between group members, free-riding behavior, and unequal participation occur frequently. At the same time, in the CSCL environment, it is difficult to coordinate one’s actions with other group members’ actions. These problems are mainly caused by learners who cannot obtain group awareness information about accompanying learners and the current group. Therefore, this study according to the previous research, the initial design principles and initial specific guidelines for the group awareness tool were identified. After that, three educational technology experts reviewed the initial design principles and guidelines. The modified specific guidelines were applied to the two-week classroom teaching of 45 first-year students in a class. In addition, a learners’ response survey was conducted on the students who actually participated in the computer-supported collaborative argumentation activities. Finally, the results of questionnaire surveys (n=45) and interviews (n=5) were analyzed, and the final specific guidelines were developed. According to the research results, collaborative argumentation based on group awareness tool solves the problem that general collaborative argumentation activities can’t obtain timely information on the cognitive, behavioral, and social awareness of accompanying learners and the current group study situation. It can continuously maintain their study motivation and promote interaction among learners to improve the quality of computer-supported collaborative learning.

Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics

Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction.

High School Students’ Perceptions of 1:1 CSCL Environment in a Mathematics Classroom

Most studies on technology integration in mathematics education are focused on teachers’ perceptions or students’ academic achievement. However, it is necessary to learn how students perceive their learning in this environment. This basic qualitative study focuses on students’ experiences with 1:1 computer-supported collaborative learning (CSCL) in an Algebraic Reasoning classroom. One hundred high school students were invited to participate in this study, nine primarily male students volunteered to share their experiences. We found that students perceived the environment to (1) be user-friendly, (2) provide a enjoyable experience, (3) support their learning, (4) provide multiple ways to learn, (5) allow them to “see” the concepts, (6) make previous interactions accessible, and (7) provide passive feedback

The research of implementing the computer-supported collaborative learning environment with Google Slides

The research of implementing the computer-supported collaborative learning environment with Google Slides

Fostering regulatory processes using computational scaffolding

The use of computational scaffolding is a crucial strategy to foster students’ regulation of learning skills, which is associated with increased learning achievement. However, most interventions treat the regulatory processes as individual actions isolated from a social context. This view contradicts the most recent research that points to the importance of studying the regulatory phenomenon from a social-cognitive perspective, where students’ interactions influence their regulation of the learning process. This work explores these problems and presents multiple scaffolds to promote Self-regulation of Learning (SRL), co-regulation, and socially shared regulation of learning (SSRL) embedded within a computer-supported collaborative learning environment. A single-blind randomized controlled trial was performed with students (n = 71) enrolled in an online introductory programming course. Students were randomly assigned to three groups: 1) SRL-only support, 2) SRL, co-regulation, and SSRL support, and 3) a no support control group. The findings revealed that students who received regulatory support achieved higher course grades than the control group. However, only students who received SSRL and co-regulation support achieved superior performance in collaborative activities, confirming the importance of this type of regulation. Even though students did not increase in SRL aptitude, the intervention provided support for achieving higher grades in the course.

Robust SSRL analysis framework for intervention strategy construction in CSCL environment

While the importance of socially shared regulatory of learning (SSRL) in computer-supported collaborative learning (CSCL) environments has increasingly been emphasized, a surge of research has been conducted to identify socially shared regulation activities and their transition sequences. However, little research has been carried out on constructing a systematic framework in which significant regulation activities and transition sequences can be mined automatically with high reliability. Moreover, though efforts have been made, the current SSRL analysis neither serves the construction of downstream teaching intervention strategy nor explores how SSRL analysis results can be utilized conversely for refining the intervention strategy. Based on advanced machine learning techniques, this work proposes a robust framework on SSRL analysis, aiming to find the optimal teaching intervention strategy to improve learners’ performance in CSCL by analyzing the SSRL process. In particular, our framework can automatically identify significant SSRL regulation activities along with high-contribution activity transition sequences. The proposed Ensemble Learning-based classification model with four distilled additional regulation activities can ensure the high reliability of our framework. The framework serves to construct a downstream teaching intervention strategy, while the strategy is updated and verified based on empirical and experimental statistical results within five rounds of iterative experiments. Extensive theoretical analysis and experimental results both confirm the effectiveness of our framework. Meanwhile, the attempt to leverage advanced machine learning algorithms to enhance SSRL analysis in this work can provide a nontrivial contribution to the literature.

The Efficacy of Students‟ Knowledge Construction Process in Computer-Supported Collaborative Learning (CSCL) Environment: A Malaysian View

The present educational system must be digitalised in light of the growth of communication technology and the current confined lifestyle caused by the pandemic’s expansion. However, efforts to digitise education usually encounter two major issues: first, the applications developed are more likely to emphasise the qualities of graphics and animations; second, the multimedia presentation highlighted in the application is a stereotype that causes users to become bored. Thus, the purpose of this research was to look into the effects of Computer Supported Collaborative Learning (CSCL) as a medium for knowledge construction in the School Based Assessment (SBA) environment using the Collaborative Portfolio Assessment (CPA) learning system. The sample comprised 61 students from two Malaysian secondary schools partaking in the History teaching and learning (T&L) process utilising the CPA learning system. The value of Sig. (p-value) was 0.000, less than 0.05, based on the results of the pre and post-test evaluations for both groups of students. In essence, there is a substantial difference in the average test scores of the children before and after the intervention. According to the data, all selected students received an average grade of 80% or better on their 13 task question marks, indicating a good grade on the task questions. Finally, all students interviewed believed that the CPA learning system helped with their studies, especially in learning more about the History subject through quizzes, group projects, and discussion sessions.

Measuring the sociability of virtual learning environments for interdisciplinary student teams – a validation study

ABSTRACT The reliance on the use of virtual learning environments, particularly computer-supported collaborative learning environments, is increasing in higher education institutions. This paper explores the perceived sociability of a virtual learning environment after it was implemented in an interdisciplinary project-based course in a higher education institute in Norway due to the COVID-19 pandemic. It describes the validation of a sociability scale in a sample of 1,611 students. The paper also reports on differences in perceived sociability according to gender, field of study and personality and the extent to which perceptions of sociability relate to the experience of a sudden change from a real-life learning environment to a virtual one. The results of this large-scale study suggest that the Norwegian version of the sociability scale can be used as a valid and reliable instrument to measure the perceived sociability of a virtual learning environment in the context of self-organized student project teams.

Exploring the Emotional Regulation during Foreign Language Learning in a Computer-Supported Collaborative Learning Environment

The online learning environment has become an inevitable means for language learners during the pandemic. According to Krashen’s affective filter hypothesis, emotions act as a vital element in language acquisition (1981). Due to characteristics of online techniques, emotions can be experienced quite differently from the traditional face-to-face teaching mode. Although many studies have researched on the relations between emotions and online learning, between emotions and language learning, there are few touching on the emotions concerned with language learning in a computer-supported collaborative learning environment. This study, by surveying the products of related researchers, attempts to figure out strategies for language learners to regulate emotions in the computer-supported collaborative learning environment. Strategies are organised based on social presence, cognitive presence, and teaching presence. This study gives a comprehensive picture of language learners’ emotional regulation.

Collaborative learning with block-based programming: investigating human-centered artificial intelligence in education

ABSTRACT In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domain-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domain-specific rules; 2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domain-specific scaffolding from humans to computers.

Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?

Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.

Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments

In this study, by combing three research fields of regulative learning, learning analytics (LA) and students' agency in computer-supported collaborative learning (CSCL), the authors tried to illuminate how students regulated their learning though group composition, peer assessment, and LA strategies to foster agency and knowledge (co-)construction activities in CSCL environments. To fulfill this aim, 60 students from Fasa University, Iran were assigned to experimental and control groups based on their self-regulated learning (SRL) skills (high, medium, low, and very low SRL skills). Data analysis confirmed the positive relationship between group composition, peer assessment, LA, regulative learning, agency, and knowledge (co-)construction. The results revealed that through applying group composition, peer assessment, and LA, socially-shared regulated learning, co-regulated learning, and consequently SRL skills were improved, which finally fosters agency and knowledge (co-)construction activities in CSCL environments.

Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies

Social learning analytics (SLA) is a promising approach for identifying students’ social learning processes in computer-supported collaborative learning (CSCL) environments. To identify the main characteristics of SLA, gaps and future opportunities for this emerging approach, we systematically identified and analyzed 36 SLA-related studies conducted between 2011 and 2020. We focus on SLA implementation and methodological characteristics, educational focus, and the studies’ theoretical perspectives. The results show the predominance of SLA in formal and fully online settings with social network analysis (SNA) a dominant analytical technique. Most SLA studies aimed to understand students’ learning processes and applied the social constructivist perspective as a lens to interpret students’ learning behaviors. However, (i) few studies involve teachers in developing SLA tools, and rarely share SLA visualizations with teachers to support teaching decisions; (ii) some SLA studies are atheoretical; and (iii) the number of SLA studies integrating more than one analytical approach remains limited. Moreover, (iv) few studies leveraged innovative network approaches (e.g., epistemic network analysis, multimodal network analysis), and (v) studies rarely focused on temporal patterns of students’ interactions to assess how students’ social and knowledge networks evolve over time. Based on the findings and the gaps identified, we present methodological, theoretical and practical recommendations for conducting research and creating tools that can advance the field of SLA.

Educational dialogues and computer supported collaborative learning: critical analysis and research perspectives

We present a critical perspective on the current state of research on educational dialogues, within and without Computer-Supported Collaborative Learning environments, in order to propose research perspectives in the intersection of these two domains. Our main proposal is that in order to integrate different types of human or machine analyzed data over different timescales, it is necessary to do so within a theorization of the object of study and its units of analysis. Standpoints on the nature of the object of study, conceived as the development of collective thinking in and by dialogue, on the importance of different timescales and broader units of analysis such as collaborative learning platforms, form the bases for these proposals. We also call for broadening and integrating theoretical perspectives on (educational) dialogue itself, beyond a purely logocentric vision.

Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes

The purpose of this study was to examine the effects of using GeoGebra software in a computer-supported collaborative learning (CSCL) environment on seventh grade students’ geometry achievement, retention of learning, and attitudes toward geometry. The study was designed using a quasi-experimental research method with pretest, post-test and delayed post-test. This study was carried out with 62 seventh grade students in a city in western Turkey. CSCL activities using GeoGebra software were implemented in the experimental group, while instruction in the control group continued with textbook-based direct instruction. The Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS) were applied to groups as pretest and post-test. A retention test was applied to both groups eight weeks after the post-test. Data were analyzed through SPSS 17.0 statistical software by using a t-test and ANCOVA test. It was indicated in this study that CSCL using GeoGebra software significantly increased seventh grade students’ geometry achievement and retention of learning in comparison to textbook-based direct instruction. It was also determined that the CSCL environment with GeoGebra software significantly increased students’ attitudes toward geometry.

INNOVATIVE PEDAGOGY WITH COMPUTER-SUPPORTED COLLABORATIVE LEARNING IN TEACHING ENGLISH LANGUAGE

Today’s society is technology motivated and the educational institutions call for new pedagogical ideas. An education process over hauling is needed in all aspects of education like curriculum improvement, teaching learning aspect, assessment, evaluation procedures, etc. One of the basic requirements for education in the future is to prepare learners for participation in a network, 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 (ICT). Research on collaborative learning and the use of information and communication technologies has been integrated in the research area called Computer-Supported Collaborative Learning (CSCL). Collaborative technology refers to specific technological support for collaboration built into computer networks. Such collaborative technology in connection with corresponding pedagogical practices is usually called CSCL environment. Collaborative learning is very important in achieving critical thinking. Individuals are able to achieve higher levels of learning and retain more information when they work in group rather than individually. The knowledge of English has become a prime factor for a nation’s development as well as an individual’s development. The present paper highlights the distinction made between the collaborative use of technology and collaborative technology for teaching English to undergraduate students.

Exploring Pre-University Students’ Construction of Reasoned Argumentation during Computer - Supported Collaborative Discussions Using Sequential Analysis

The prominent role of reasoning skills in predicting academic outcomes is clearly evident over the years in that its inculcation in various face-to-face learning contexts has become progressively dominant, including in the collaborative learning (CL) settings. The pandemic crisis, however, challenged traditional learning approaches to shift to an online mode overnight resulting in dramatic changes of learning delivery whereby teaching is undertaken remotely and on digital platforms. Though impact of CL-based approaches in promoting reasoning skills have been well-documented over the years, a systematic analysis of learners’ behavioural patterns of argumentation and reasoning in a virtual collaborative learning environment is yet to be concretely established. The current study therefore sought to investigate the development of reasoned argumentation skills among pre- university students with mixed language abilities, using open-ending short stories via a computer-supported collaborative learning (CSCL) environment. Adopting the case study research design by applying a mixed-methods approach through both descriptive and sequential analyses, 12 pre-university students from a public research university served as participants of this study. The results show that language ability has a strong predictive factor on reasoned argumentation skills and there is an established tendency of the participants to produce constructive arguments over defensive or challenging viewpoints to alternative ideas. This calls for future studies to further investigate predictive factors of this tendency and to further ascertain the predictive role of language-rich discussions in facilitating various higher order thinking skills among learners.

The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom

While there are many studies on students’ collaborative learning at the small group level, pedagogies and strategies for supporting students’ collaborative learning at the class level are underexplored. This study proposes a pedagogical model named the Spiral Model of Collaborative Knowledge Improvement (SMCKI) to inform the design and implementation of multi-layered collaborative learning activities in a networked class where there are many groups of students working collaboratively. Starting with a phase of individual ideation, the pedagogical model scaffolds students to go through five phases of intra-group and inter-group knowledge improvement and refinement, with the goal of supporting the advancement of their individual and collective knowledge. An exploratory case study is presented to illustrate how this model was used in a pre-service teachers’ technology-enhanced learning (TEL) activity design lesson in a Computer-Supported Collaborative Learning (CSCL) environment. The results show that the participants significantly improved the quality of TEL design throughout the five phases of SMCKI. The implications of the findings on designing and implementing CSCL activities in authentic class environments are discussed.

Forming Suitable Groups in MCSCL Environments

Given the peculiarities of mobile computer-supported collaborative learning (MCSCL) environments, forming suitable groups in such learning environments represents a hard and time-consuming task. This is because many conditions related to mobile learners, devices, and environment should be considered. Unlike the existing solutions, the present paper shows a grouping approach that allows a customizable formation of (1) homogeneous groups, (2) heterogeneous groups, and (3) mixed groups. The proposed solution does not only help instructors to dynamically form appropriate MCSCL groups, but it also allows to continually control the learners' learning, psychological, and social developments. To assess the effectiveness of the proposed solution, three metrics were used: (1) comparison between the characteristics of the existing group formation tools, (2) average intra-cluster distance of each grouping algorithm, and (3) an experimental evaluation in a real world environment. The obtained results show a great superiority of the proposed solution compared to the existing ones.