Computer-supported Collaborative Learning Research Articles (Page 1)

ABSTRACT Collaborative learning groups often struggle to foster effective collaboration and evolve into effective teams. This study explores how group interactions influence the formation of positive, well-functioning teams in computer-supported collaborative learning. Data from 3,103 discussion messages among 90 senior high school students were analyzed in real-time collaborative contexts. Interaction patterns were compared across dyads, groups of four to five students, and groups of six students using a mixed-method approach combining content analysis and social network analysis (SNA). The findings revealed that group size and role distribution significantly impacted interaction frequency, network structure, and outcomes. Groups of four to five students, particularly those with a defined leader and fewer outsiders, demonstrated more positive interactions, including frequent presentations, questioning, and minimal irrelevant discussions. These groups were most likely to evolve into cohesive, high-performing teams. Notably, group conflict emerged as a critical factor in enhancing team cohesion, serving as a pivotal interaction point in the transition to effective teams. These insights highlight the importance of optimal group size and role composition in collaborative learning. The findings provide practical strategies for teachers to assign groups and guide their evolution into cohesive teams, promoting more effective collaboration and learning outcomes.

Self-regulation (SRL) and socially shared regulation (SSRL) are critical components of effective collaborative learning, as emphasised in computer-supported collaborative learning (CSCL) research. This study investigates the impact of individual preparation before collaboration as a pedagogical strategy to enhance university students’ SRL and SSRL behaviours. Sixty-two students participated in a face-to-face CSCL environment under two conditions: direct collaboration (DC) and individual preparation followed by collaboration (IP-C). Students’ verbal discussions and online interactions were analysed to identify the types (task analysis, planning, monitoring) and depths (low or deep level) of SRL and SSRL behaviours. Semi-structured interview further reveals students’ perceptions regarding individual preparation. Findings indicate that individual preparation significantly enhanced students’ monitoring behaviours and deepened their engagement in SRL and SSRL . The study highlights how individual preparation transforms students’ regulation strategies and fosters greater regulation efforts. These findings provide valuable insights for advancing SRL research in technology-enhanced learning settings.

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape.

Impact of intelligent vs non-intelligent mCSCL on mathematics performance: A comparative study of grade 5 students.

ABSTRACT While collaborative learning remains a cornerstone of higher education, the factors underlying effective group performance are not well understood, particularly in the context of computer-supported collaborative learning with artificial intelligence (AI) as a co-author. This study explored the relationship between group characteristics (prior knowledge, heterogeneity and group size) and the quality of solutions generated through collaboration with AI. The present study looked at a group performance of 196 bachelor students engaged in group problem-solving activities during a macroeconomics course at a large university. Unsurprisingly, multiple regression analysis revealed that groups with higher prior knowledge generated solutions of higher quality when collaborating with AI. In contrast, greater heterogeneity in prior knowledge within groups was associated with lower quality solutions. Interestingly, larger groups demonstrated superior performance in generating solutions with the help of AI compared to smaller groups. These results demonstrate the importance of considering group composition when setting collaborative activities supported with AI.

One learning approach considered capable of increasing learning motivation in higher education is the Computer Supported Collaborative Learning (CSCL) paradigm. To improve learning efficiency, CSCL still requires innovation. The purpose of this study is to assess the implementation and efficacy of the CSCL learning model in higher education. A descriptive approach is the research methodology used, and secondary data are collected from the literature. The use of the CSCL learning model in higher education institutions will be discussed in this study, along with its definition, collaborative learning models, advantages, and impact on learning outcomes. The research findings indicate that because the Computer Supported Collaborative Learning model encourages a more dynamic learning environment in the classroom, this model is considered more beneficial for students than traditional methods. Students can also collaborate more with their peers, which will increase the effectiveness of the learning process.

Abstract Quality feedback is essential for supporting student learning in higher education, yet personalized feedback at scale remains costly. Advances in learning analytics and artificial intelligence now enable the automated delivery of personalized feedback to many students simultaneously. At the same time, recent feedback research increasingly emphasizes learner-centered approaches, particularly the role of feedback literacy—students' varying capacities to engage with and benefit from feedback. Despite growing interest, few studies have quantified how feedback literacy affects students' perceptions of feedback, especially in technology-supported contexts. To address this, we examined (1) students' perceptions of personalized, detailed feedback generated via learning analytics and (2) how feedback literacy moderated these perceptions. In a randomized field experiment, teacher education students (N = 196) participated in a week-long computer-supported collaborative learning task on cognitive activation in the classroom. Both groups received automated, personalized feedback: the control group received basic feedback on task completion, while the experimental group received detailed feedback on group processes and the quality of their collaborative statement. The highly informative feedback significantly improved perceptions of feedback helpfulness, enhanced learning insights, and supported self-reflection and self-regulation. Feedback literacy partially moderated these effects, influencing perceptions of feedback helpfulness and motivational regulation.

The integration of Computer-Supported Collaborative Learning (CSCL) in E-Commerce education aims to address the challenges of fostering academic help-seeking behaviors, which are often hindered by traditional teaching methods. Help-seeking is essential for academic success, but factors such as fear of embarrassment and lack of peer interaction limit students' engagement. This study aims to design, implement, and evaluate a CSCL-based instructional model to encourage help-seeking behaviors and enhance collaborative competencies in E-Commerce education. A quantitative causal research design was employed, using a Likert-scale questionnaire to assess students' perceptions of academic help-seeking and collaborative competencies. The study found that behavioral, normative, and control beliefs, along with opportunity, significantly influence students' self-efficacy. However, higher self-efficacy showed a negative impact on learning outcomes, likely due to overconfidence leading to disengagement. The moderation analysis revealed that collaborative engagement negatively moderated the relationship between behavioral beliefs and learning outcomes, suggesting that excessive collaboration could weaken the positive effects of behavioral beliefs. The study concludes that while CSCL is an effective approach to enhancing engagement and learning outcomes, it requires careful structuring to prevent overconfidence and ineffective collaboration. Educators should focus on balancing self-efficacy with realistic self-appraisal and ensuring well-managed collaborative environments to maximize the benefits of CSCL in E-Commerce education. Further research should explore additional moderating factors to optimize CSCL implementation across different educational contexts.

ABSTRACT The rise of digital technology has significantly reshaped educational practices, making self-regulated learning (SRL) critical for success in computer-supported collaborative learning environments. This study employed latent profile analysis to explore whether students with different motivation profiles exhibit variations in SRL. Drawing on achievement goal theory and expectancy-value theory, the analysis focused on five motivational variables: mastery approach, performance approach, work avoidance, expectancy belief, and value belief. The study took place with 539 Chinese college students (56.8% women) to identify homogeneous latent motivation profiles. Four distinct profiles were identified: (1) Amotivated, (2) Goal-driven but doubtful, (3) Value-oriented/Goal-reserved, and (4) Comprehensively motivated. Furthermore, BCH analysis revealed significant variations in SRL behaviors across profiles. Students in the Comprehensively motivated group displayed the strongest SRL behaviors across all dimensions, while those in the Amotivated group exhibited the weakest performance. Students in the Goal-driven but doubtful and Value-oriented/Goal-reserved groups demonstrated overall average SRL abilities but minor differences in specific SRL behaviors. These results provide a nuanced understanding of how motivation profiles influence student behaviors and outcomes in CSCL environments. Insights from the study may help educators tailor their instructional practices and support strategies to enhance student engagement and learning efficacy.

Online collaborative learning is increasingly important, yet children still face challenges communicating and working together virtually, limiting their engagement in long-term teamwork. To address this, we designed the Children’s Online Long-term Program (COLP), a 16-week online project-based learning program grounded in multiple learning theories. The program was implemented with 67 upper primary school students (Grades 3–6, ages 8–13) across five provinces in China. Results show that over one-third of participants sustained engagement in online teamwork. Interviews with children and their parents further revealed key communication channels, benefits, and challenges. Notably, parents played multiple roles in supporting their children’s collaboration, especially through modeling and guidance. This study contributes to the design of long-term online collaborative learning interventions for children within computer-supported collaborative learning (CSCL) communities.

Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning

ABSTRACT One challenge facing computer supported collaborative learning (CSCL) is to understand how collaboration occurs, what factors carry an influence on achieving collaborations that generate the proposed learning objectives, and how to promote CSCL. This study examines how service learning (SL) in teacher education in CSCL environments can support the agency capacity of student teachers. We focus on the ability of SL to help build a community of apprentices, providing them with opportunities to make decisions and participate in collaborative learning. A qualitative content analysis is performed on the information contained in the learning diaries of the student teachers in a CSCL environment at a major distance education university. The study demonstrates that student teachers’ agency emerges from their active participation in the learning community, their leadership and responsibility for their own learning and that of the rest of the community, and the development of their professional identity as future teachers.

This study investigated the effects of incorporating an affective chatbot as a member in computer-supported collaborative learning (CSCL) environments. Undergraduate students engaged in collaborative learning activities alongside software chatbots, allowing analysis of how the chatbots influenced learning behaviors. A concrete framework and analysis methods were proposed for implementing affective chatbots in CSCL settings. Students participated in collaborative discussions involving both human peers and chatbot participants. Their behavioral patterns, emotional states, and thoughts during the online collaborative processes were analyzed. The results showed that collaborative learning with chatbots enhanced students’ reflection, critical thinking, creativity, and problem-solving abilities. Students exhibited more active learning participation, increased cohesion and group aggregation, and more positive emotions when chatbots were involved. Notably, no significant difference was found in improving examination results. The findings provide insights into potential human-robot coexistence scenarios and collaborative learning implications for the future.

Exploring creative problem-solving in computer-supported collaborative learning: Focusing on group cohesiveness and socially shared metacognitive regulation

The integration of technology into education is reshaping the teaching of foreign languages in technical and professional educational institutions. This article examines the future of foreign language instruction through the adoption of Computer-Supported Collaborative Language Learning (CSCL) technologies. As global collaboration becomes essential in technical and specialized fields, the ability to communicate effectively in foreign languages is crucial for professional success.CSCL technologies, which combine computer-mediated communication and collaborative learning methods, create an interactive and engaging environment for language acquisition. The article explores key trends, such as the use of virtual classrooms, digital platforms, and multimedia tools, to facilitate learner-centered instruction. These technologies enable personalized learning experiences, peer collaboration, and practical application of language skills through task-based and project-oriented activities. By simulating workplace scenarios, they prepare students for multilingual communication in professional contexts.The article also addresses challenges in implementing CSCL technologies, including infrastructure needs, digital literacy, and teacher training requirements. It provides practical recommendations to overcome these obstacles and optimize the integration of technology into language education.By embracing CSCL technologies, technical and professional institutions can enhance the effectiveness of language instruction, equipping students with the linguistic and cultural competencies required to excel in diverse, globally connected workplaces. This evolution in language education promises to better align learning outcomes with the demands of the modern professional environment.

Teacher collaboration, particularly through collaborative lesson planning, plays a key role in fostering professional development and teaching skills. This study investigates the effectiveness of the proposed Shared Collaborative Lesson Planning (SCLP) procedure in enhancing the professional development of prospective teachers through the lens of socially shared regulation of learning (SSRL). Twenty-four prospective information and technology teachers participated in two rounds of SCLP activities. Using a cyclical framework, the prospective teachers engaged in collaborative tasks supported by an online learning platform and other computer-supported collaborative learning (CSCL) tools. Detailed descriptions from observations, recordings, questionnaires, and interviews revealed that the SCLP procedure can help facilitate structured collaboration, improve professional skills, and encourage adaptive regulatory behaviors among the prospective teachers. The integration of CSCL tools further enhanced the effectiveness of the collaborative lesson planning process. However, challenges related to technical proficiency and emotional regulation were identified. The study concludes that the SCLP procedure offers a promising approach for teacher education by fostering a collaborative learning environment and promoting regulatory behaviors. Future research should explore the long-term impacts and adaptability across diverse educational contexts to strengthen teacher education programs or courses.

Abstract This study qualitatively develops further understandings regarding knowledge and identity construction within computer-supported collaborative learning (CSCL) research by applying discourse analysis and the dialogical self theory (DST) to investigate the role of interpersonal and intrapersonal voices in facilitating knowledge construction. We analyzed and compared the audio recordings of ten students separated into two groups of five (group A and group B) as they engaged in dialogue to construct knowledge for a learning task on physics in a CSCL environment. We divided the dialogue of each group into dialogues by identifying their discourse functions (DF) on the basis of interactional events related to knowledge construction. We then grounded the I-positions of I–it, I–me, I–you and I–we at the utterance level so that we could visualize and describe them within the dialogues that were relevant during knowledge construction in each group. Results showed that the process of knowledge construction for collaborative learning related to DF as well as their use of I-positions. Group A, who failed the learning task, often employed interpersonal voices (I–it/I–me) in dialogues that focused on reviewing directions and strategies at the individual level rather than collective clarification and elaboration or empirical evaluation of knowledge. Group B, who succeeded with the learning task, employed both interpersonal (I–it/I–me) and intrapersonal voices (I–you/I–we) with intrapersonal voices peaking in usage during collective empirical evaluation of knowledge. Our findings underscore prior research that CSCL involves not only knowledge but also identity negotiation as well as demonstrating that DST can aid this exploration.

This interdisciplinary study aims to enhance students' collaborative and critical thinking (CT) performance in a computer-supported collaborative learning (CSCL) environment. Three hundred sixteen English as a Foreign Language students and eight instructors were recruited as the sample, being randomly assigned into experimental and control groups. Both groups experienced the same teaching sessions and CSCL activities, whereas the experimental group received extra team building interventions from the organization development domain. Mixed results showed that the experimental group gained more positive team experiences and higher CT than the control group. The findings indicate that placing individuals in a CSCL environment might develop learners' CT, on condition that those learners have acquired in-depth collaboration skills and engaged in thought-provoking discussion. The techniques and team building interventions in this study may provide scholars with innovative perspectives to improve their students' social skills and higher-order thinking in a broader context.

As the conversation in the learning sciences shifts towards inclusive and equitable education, a growing social consciousness of neurodivergent thinking and its impacts on the classroom prompting inquiry into how neurodivergence in the classroom has been represented in literature. We sought to better understand the terminology that characterizes the representation of neurodiversity in research published in the International Journal of Computer-Supported Collaborative Learning since its inception in 2006 and the International Handbook of Computer-Supported Collaborative Learning.

Abstract Most research on anonymity in computer-supported collaborative learning, which has reported both positive and negative outcomes, largely focuses on a fully anonymous login mode. In this context, further research is necessary to finetune the approach to the ‘login mode’ to optimise the potential benefits while mitigating the drawbacks. This study tests a subtle variation in this mode by which messages remain anonymous to peers (APM) but not to the teacher. We designed a quasi-experimental study with an analysis of the conversations and preferences of first-year university students (N = 109), conducted by employing content analysis of the log data and a post-task questionnaire. We conclude that APM is more productive in terms of participation and discussion oriented to content than in a completely anonymous mode. Additionally, a content analysis of the discussion messages focused on'off task'messages has been performed aiming to enhance comprehension of their nature, impact on social interactions, and the patterns associated with their use. The outcome of this analysis has resulted in a first attempt at a taxonomy that enhances the understanding of the APM and its impact on social interactions in CSCL environments.