Computer-supported Collaborative Learning Research Articles

An Approach Based on Social Network Analysis to Enhance Social Presence in a Collaborative Learning Environment

Contribution: This work contributes to computer-supported collaborative learning (CSCL) offering support to the teaching presence among the enormous volume of interactions to provide a more active classroom posture in online environments. Background: Tracking interactions on collaborative learning environments (CLEs) with an increasing number of collaborative tools, offering real-time support for students, is one of the most intense and exhaustive challenges online teachers face. In this work context, social presence indicates a level of awareness of the other in the CLE, and it is necessary to improve and promote online social interactions. Research Questions: Aiming to answer the research question if the support of the teaching presence through Amadeus-SIMM helps to promote the learners’ social presence in a distance learning course, an experiment was conducted through a Python Programming distance course with Computer Science and Electrical Engineering learners. Methodology: The research methods adopted were a survey and the reports generated by Amadeus-SIMM. The statistical models used were the difference between means calculated in two moments on the same sample and the chi-square test with two criteria. Findings: The conclusion is that the significant differences in six of the eight survey-independent questions related to the dependent question indicate an increase in learners’ perception of social presence. The statistical analysis verified that the difference between the sample means in the two measurements of social behavior visibility, engagement, information intermediation, and prestige is statistically significant to confirm that Amadeus-SIMM supports teachers in promoting learners’ social presence.

Mobile computer-supported collaborative learning for mathematics: A scoping review.

This study conducted a scoping review of publications in mobile Computer-Supported Collaborative Learning for mathematics. Papers published between 2007 and 2021 inclusive were retrieved from research databases to achieve this goal. Twenty-eight papers met the inclusion–exclusion criteria of the study. It was shown that two papers were published on average over the last 15 years. The majority of the papers were published in peer-reviewed journals. Intending to improve mathematics pedagogy, the two most popular math mCSCL contents were general elementary mathematics and geometry. The review also revealed that math mCSCL benefited elementary students the most. The majority of math mCSCL software was custom-built and designed for synchronous sharing. The research designs were consistent with the existing reviews. The effects on social and attitude skills, as well as mathematics competency, were the most frequently mentioned benefits of math mCSCL. Usability issues, device unfamiliarity, inability to track students' activities, synchronization, and coordination concerns were among the problems highlighted during the implementation of math mCSCL. The implications for future research are discussed.

Examining the interplay of knowledge construction and group-level regulation in a computer-supported collaborative learning physics task

Group-level regulation (co-regulation (CoRL) and socially shared regulation (SSRL)) supports knowledge construction (KC), but it is not yet clear how the two phenomena intertwine in computer-supported collaborative learning (CSCL). This study aims to explore how phases of CoRL and SSRL (planning, task understanding, strategy use, evaluation) occur in relation to KC in collaborative interactions. Secondary school students (N = 34) were videotaped while collaborating in groups of three to four. Their task was to create a poster about “center of gravity” using an interactive tabletop. In the analysis, video data were coded for KC phases and phases of CoRL and SSRL. Process mining was applied to visualize sequential associations between KC and regulation as process maps. This was complemented by qualitative examples illustrating these associations in interactions. Results revealed that KC and regulation manifested either simultaneously via the same talk or interaction or prompted or followed one another. Group-level regulation guided, and supported KC. Current study contributes to CSCL research by demonstrating reciprocal relationships between KC and group-level regulation and the importance of regulation for collaboration. It also provides implications for designing pedagogical tools to support regulation and KC and advancing analytical methods that enable tracking CSCL processes for its better understanding.

C-STARS: a collaborative online learning environment for situated translation teaching in higher education

PurposeBefore COVID-19 pandemic, translation students in higher education attended courses on computer-assisted translation to acquire operational knowledge of professional software, without experiencing collaborative/interactive learning. In few European universities skills labs were introduced to offer fieldwork-like activities, but without shared modelling standards and mainly held in presence for few consecutive days. As the COVID-19 pandemic further deprived students of crucial educational experiences, the purpose of this paper is to present an online collaborative learning environment exploiting a customised combination of information and learning applications the students already experienced during the pandemic to smoothen their learning curve and increase the educational effectiveness.Design/methodology/approachA multi-framework methodology to build and operate a computer-supported online collaborative skills lab for translation students is proposed. Reference standards and guidelines are leveraged to provide participants with a common knowledge ground, to activate the computer-supported collaborative learning perspective, and to ensure an appropriate simulation fidelity.FindingsAn end-to-end implementation of the proposed approach along with educational effectiveness analysis performed via complementary assessment strategies is presented. Achieved outcomes highlight significant participation rate, consistent improvement in technical and soft skills at both individual and collective levels, and clear activation of collaborative learning dynamics.Practical implicationsEvery master degree in translation teaching can adopt this approach by complying with the proposed guidelines.Originality/valueThe proposed multi-framework approach is novel and applied to a teaching sector where it is highly needed to fill a pre-existing gap.

“Gendered differences versus doing gender”: a systematic review on the role of gender in CSCL

Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and diversity. In order to elaborate on the assumed potential of CSCL to support equity and diversity goals in education, this systematic literature will focus on the role of gender in CSCL. Although gender issues in CSCL have been examined before, a comprehensive overview is still lacking. Based on the PRISMA method, the current systematic review considers 27 articles, and explores (1) how gender is addressed, (2) what findings concerning gender are reported, and (3) the potential of CSCL to create more gender inclusive learning contributing to the UN SDGs. Our findings show that most studies addressed gender as a binary predictor for participation, communication, or attitude. Less than half of the studies treated gender more nuanced by defining gender as a social construct. This review highlights the need for additional research on the role of gender in CSCL, alongside more methodologies that can account for the complexities this entails. It is estimated that there is some potential for CSCL to decrease gender stereotypes and gender bias in STEM education.

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.

Using Minecraft as an educational tool for supporting collaboration as a 21st century skill

Collaboration is an important 21st century skill, and there is an increasing interest in computer-supported collaborative learning (CSCL) in teaching and learning practices regarding the necessary knowledge and skills for 21st century learners. However, solutions are still lacking concerning how to enable learners to collaborate when working with a specific subject. This study developed and tested a learning design using Minecraft as an educational tool in math classes in higher education over a 2-year period. The research questions are: 1) How can Minecraft be used as an educational tool for learning subject-specific skills, and what are the implications for the development of 21st century skills? 2) How can social network analysis (SNA) and interaction analysis (IA) be used as a research methodology for analyzing the use of Minecraft as an educational tool for learning subject-specific skills? Data was analyzed using a mixed-methods approach, in which both a quantitative perspective through SNA and a qualitative perspective through IA were employed. Findings of the study: 1) suggested that using Minecraft for learning a subject-specific skill triggered collaborative learning processes, 2) facilitated the development of 21st century skills in math classes, and 3) combining SNA and IA as a research methodology for analyzing the use of Minecraft for learning subject-specific skills. These findings serve as a stepping stone for teachers and researchers to create learning designs that use a digital educational tool to facilitate collaborative learning and advance the literature on CSCL and educational practice.

The role of multi-attributional student diversity in computer-supported collaborative learning

Many online learning contexts are characterized by both high levels of student diversity on socio-demographic attributes (e.g., gender, first language) as well as task-related attributes (e.g., prior online-learning experiences, prior degrees). This longitudinal study investigated the relationships of multi-attributional diversity with CSCL processes and outcomes in a cohort of 1525 distance education freshmen randomly allocated to 343 groups over the course of a nine-week CSCL assignment. Group-level path analyses revealed that, if not explicitly managed, higher multi-attributional socio-demographic diversity was negatively related to the groups' structural integration (computed from digital data). Lower structural integration, in turn, was positively related to lower task-related collaboration time among students and, ultimately, a poorer grading of the groups' work by independent tutors. Moderation analyses further indicated that high task-related diversity operated as an amplifier of the negative relationship of high socio-demographic diversity with structural integration pointing to a risk constellation that requires active intervention.

Patterns of action transitions in online collaborative problem solving: A network analysis approach

In today’s digital society, computer-supported collaborative learning (CSCL) and collaborative problem solving (CPS) have received increasing attention. CPS studies have often emphasized outcomes such as skill levels of CPS, whereas the action transitions in the paths to solve the problems related to these outcomes have been scarcely studied. The patterns within action transitions are able to capture the mutual influence of actions conducted by pairs and demonstrate the productivity of students’ CPS. The purpose of the study presented in this paper is to examine Finnish sixth graders’ (N = 166) patterns of action transitions during CPS in a computer-based assessment environment in which the students worked in pairs. We also investigated the relation between patterns of action transitions and students’ social and cognitive skill levels related to CPS. The actions in the sequential processes of computer-based CPS tasks included using a mouse to drag objects and typing texts in chat windows. Applying social network analysis to the log file data generated from the assessment environment, we created transition networks using weighted directed networks (nodes for those actions conducted by paired students and directed links for the transitions between two actions when the first action is followed by the second action in sequence). To represent various patterns of action transitions in each transition network, we calculated the numbers of nodes (numbers of actions conducted), density (average frequency of transitions among actions), degree centralization (the dispersion of attempts given to different actions), reciprocity (the extent to which pairs revisit the previous one action immediately), and numbers of triadic patterns (numbers of different repeating formats within three actions). The results showed that pairs having at least one member with high social and high cognitive CPS skills conducted more actions and demonstrated a higher average frequency of action transitions with a higher tendency to conduct actions for different number of times, implying that they attempted more paths to solve the problem than the other pairs. This could be interpreted as the pairs having at least one student with high social and high cognitive CPS skills exhibiting more productive CPS than the other pairs. However, we did not find a significant difference across the pairs in terms of alternating sequences of two or three actions. Investigating the patterns of action transitions of the dyads in this study deepens our understanding of the mutual influence between the CPS actions occurring within dyads. Regarding pedagogical implication, our results offer empirical evidence recommending greater awareness of the students’ social and cognitive capacities in CPS when assigning them into pairs for computer-based CPS tasks. Further, this study contributes to the methodological development of process-oriented research in CSCL by integrating an analysis of action transition patterns with a skill-based assessment of CPS.

Cross-community knowledge building with idea thread mapper

Research on computer-supported collaborative learning faces the challenge of extending student collaboration to higher social levels and enabling cross-boundary interaction. This study investigated collaborative knowledge building among four Grade 5 classroom communities that studied human body systems with the support of Idea Thread Mapper (ITM). While students in each classroom collaborated in their local (home) discourse space to investigate various human body functions, they generated reflective syntheses— “super notes”—to share knowledge progress and challenges in a cross-community meta-space. As a cross-community collaboration, students from the four classrooms further used the Super Talk feature of ITM to investigate a common problem: how do people grow? Data sources included classroom observations and videos, online discourse within each community, students’ super notes and records of Super Talk discussion shared across the classrooms, and student interviews. The results showed that the fifth-graders were able to generate high quality super notes to reflect on their inquiry progress for cross-classroom sharing. Detailed analysis of the cross-classroom Super Talk documented students’ multifaceted understanding constructed to understand how people grow, which built on the diverse ideas from each classroom and further contributed to enriching student discourse within each individual classroom. The findings are discussed focusing on how to approach cross-community collaboration as an expansive and dynamic context for high-level inquiry and continual knowledge building with technology support.

Examining the effect of a genetic algorithm-enabled grouping method on collaborative performances, processes, and perceptions

Group formation is a critical factor which influences collaborative processes and performances in computer-supported collaborative learning (CSCL). Automatic grouping has been widely used to generate groups with heterogeneous attributes and to maximize the diversity of students’ characteristics within a group. But there are two dominant challenges that automatic grouping methods need to address, namely the barriers of uneven group size problem, and the inaccessibility of student characteristics. This research proposes an optimized, genetic algorithm-based grouping method that includes a conceptual model and an algorithm module to address these challenges. Through a quasi-experiment research, we compare collaborative groups’ performance, processes, and perceptions in China’s higher education. The results indicate that the experimental groups outperform the traditional grouping methods (i.e., random groups and student-formed groups) in terms of final performances, collaborative processes, and student perceptions. Based on the results, we propose implications for implementation of automatic grouping methods, and the use of collaborative analytics methods in CSCL.

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.

Examining the Effectiveness of Computer-Supported Collaborative Learning for Language Proficiency Purposes

(1) The main goal of this research was to assess the effectiveness of the computer-supported collaborative learning for language learning purposes using the indicators of students’ learning outcomes and the level of their engagement, as well as to determine the most effective benchmarks for teams’ forming. (2) Methods: A total of 81 undergraduate students studying at the Humanity Institute of Peter the Great Polytechnic University voluntarily participated in the study. For our research, we used the results on final English testing and survey results on students’ engagement. Each year, three groups of students were formed into teams according to three criteria: leadership skills, academic performance and personal choices. Microsoft Excel 2016 tools were used for data interpretation: testing samples for normality, a one-way analysis of variance (ANOVA) and comparison of means. Neural network dependencies of test results were built by means of Mathematica Wolfram Software. (3) Results: According to the results of this study, the underlying principles of forming teams highly influenced the indicators of students’ English proficiency; in particular, the experiment proved the effectiveness of selecting students according to their academic performance. In addition, the correlation analysis revealed that the engagement of students played an important role and influenced the results of their learning. This was especially seen in a group where teams were distributed due to the differences in academic performance. (4) Conclusions: As the COVID-19 pandemic is an ever-changing situation, it is important to implement effective learning models that promote higher learning outcomes and students’ engagement. This study contributes to such knowledge and provides insightful implications to academia.

Effectiveness of online and blended learning from schools: A systematic review

AbstractThis systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid‐19 pandemic, and also educational games, computer‐supported cooperative learning (CSCL) and computer‐assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non‐school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was the most effective, with games and CSCL coming after blended learning, but of course CAI was not searched for and these were not widely used outside of schools. Primary and early years/kindergarten were most effective (87% better) and secondary/high next (80%). Although science and mathematics were the most popular subjects, English as a foreign language interventions were the most effective, then writing and STEM, thinking, arts/music, humanities, health and science, reading and maths, foreign languages and English in that order. Overall, females did better than males. ‘Low ability’ children and second language learners did especially well. Disadvantaged and special educational needs/disabled students did slightly worse. Self‐efficacy was highly related to better outcomes. The limitations/strengths of the research were discussed and linked back to previous literature, a critical analysis made, and detailed implications for practitioners, policy makers and future researchers outlined. Digital technology's main advantage may be the possibility for enhanced task flexibility and learner autonomy, encouraging greater self‐regulation. However, this may not be an advantage for all students.

Research on the Optimization of the Physical Education Teaching Mode Based on Cluster Analysis under the Background of Big Data

With the rise of digital campuses, online learning platforms, and the improvement of educational technology, the interaction between teachers and students has entered a new stage. Especially under the influence of CSCL (Computer Supported Collaborative Learning), computer-assisted collaborative learning, and E-learning (Electronic Learning) network digital learning that emerged in recent times, new technologies are changing the way people learn. Students’ learning is not limited to one-way absorption of knowledge taught by teachers, and the interaction between students and teachers, students and students, and the interaction between students and the teaching environment are increasingly appearing in modern teaching classrooms. This paper optimizes the physical education management based on the clustering algorithm under the background of big data, uses the popular Java language to write codes to realize all the functions of the algorithm, and uses some small examples to prove the correctness of the fuzzy clustering algorithm sex. The algorithm reads a file through the input and output streams FileReader and BufferedReader. The content of the file is the relevant information of the physical education mode. It gives the methods to calculate the cluster center (i.e., the center of mass), calculate the distance, correct the fuzzy classification matrix, and display the matrix. (i.e., output matrix), conversion to deterministic classification method, calculation of classification coefficients, and basic functions such as average fuzzy entropy. According to the data, if the FCM clustering method is not used, but the previous average method is used as the evaluation basis, there will be results that we do not want to see, but if we use the FCM algorithm, the evaluation result is that what we want to see is more specific. From the analysis results, thematic teaching + basic teaching seems to be the most popular mode of physical education.

Computer-Supported Collaborative Learning and Students Electricity Concepts: A Case of Secondary Schools in Arusha, Tanzania

This study sought to establish the effectiveness of Computer-Supported Collaborative Learning in improving student’s electricity conceptions among secondary schools in Arusha City through the exploratory research design. The study employed the electricity conceptual achievement tests (pre-test and post-test) within 196 sampled Form Two students. Data was analysed descriptively. The pre-test mean and standard deviation were 38.082 and 16.75719 respectively while the post-test mean scores and standard deviation results were 59.745 and 17.39898, respectively. The study detected deficiency in the understanding of concepts in the non-participatory teaching methods used before the intervention. After the intervention through the CSCL approach, the variations were detected in that students' understanding of concepts in electricity improved. This means that when technology is incorporated, students’ conceptual understanding is enhanced. The study recommends teachers to use digital pedagogical approaches such as CSCL to bring about better learning results.

A Dual-Role Collaborative Learning Support System for Simultaneous Speaking Acquisition in English and Japanese

Learning a foreign language is becoming more vital in Japan as a result of globalization. It gives foreigners various reasons to study Japanese including working or living in Japan. They should exchange language and skills and generate opportunities for engagement. Assisting them in exchanging linguistic skills and knowledge is critical. This study first proposes a theoretical model of dual-role collaborative learning to improve second language learners' speaking skills. Learners will participate as facilitators in their native language and receivers in their second language. Some supporting features must be given, followed by a Computer-supported Collaborative Learning (CSCL) named BiTak which is a video chat system that allows strict turn-taking dual-lingual conversation. The learner’s progress is positively evaluated by language teachers using a Rubric scoring framework. Based on the experiment results, it was concluded that BiTak has turned users' perspectives of video chat programs into collaborative learning platforms, allowing them to act as facilitators and receivers.

Group awareness and regulation in computer-supported collaborative learning

Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive, (2) group awareness is conscious, (3) group awareness is current, (4) group awareness is individual, (5) group awareness is social, and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research.

CSsCL: the performance of collaborative learning

This article discusses the integration of three concepts central to the enterprise of computer-supported collaborative learning: namely, collaboration scripts, self-regulation, and group awareness. It does so through consideration of five reports in this Special Issue that address the integration challenge. Various themes are extracted and proposed as important to the field. These include the layered nature of self-regulation (meta-metacognition) and the layered nature of group awareness (trait-state-action). The theatre metaphor implied by the term ‘collaboration script’ is taken seriously here and is elaborated. It is shown to afford an extended and richer conceptualisation of scripted collaborations, developing the significance of direction, production, and audience. The features characterising this model of collaboration-as-performance reinforce an imperative for locating episodes of scripted collaboration within the broader eco-system of classroom practice.

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.