Computer-supported collaborative learning
This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource.In the 1970s as cognitivism gained traction with educators, designers began to envision learning technology that employed artificial intelligence models that could adapt to individual learners.[11] Collaboration theory, suggested as a system of analysis for CSCL by Gerry Stahl in 2002–2006, postulates that knowledge is constructed in social interactions such as discourse.The theory suggests that learning is not a matter of accepting fixed facts, but is the dynamic, on-going, and evolving result of complex interactions primarily taking place within communities of people.There are four crucial themes in collaboration theory: collaborative knowledge building (which is seen as a more concrete term than "learning"); group and personal perspectives intertwining to create group understanding; mediation by artifacts (or the use of resources which learners can share or imprint meaning on); and interaction analysis using captured examples that can be analyzed as proof that the knowledge building occurred.Finally, "Theoretical Investigations: Philosophical Foundations of Group Cognition"[17] collected important articles on the theory of collaborative learning from the CSCL journal and from Stahl's publications.The VMT project generated and analyzed data at the small-group unit of analysis, to substantiate and refine the theory of group cognition and to offer a model of design-based CSCL research.Though the final product can be anything from a research paper, a Wikipedia entry, or a short story, the process of planning and writing together encourages students to express their ideas and develop a group understanding of the subject matter.[19][20] Technology-mediated discourse refers to debates, discussions, and other social learning techniques involving the examination of a theme using technology.For example, wikis are a way to encourage discussion among learners, but other common tools include mind maps, survey systems, and simple message boards.Like collaborative writing, technology-mediated discourse allows participants that may be separated by time and distance to engage in conversations and build knowledge together.A unique benefit of CSCL is that, given proper teacher facilitation, students can use technology to build learning foundations with their peers.He used the term called "effects with" which is to describe the changes that take place while one is engaged in intellectual partnership with peers or with a computer tool.And he means the word "effects of" more lasting changes that take place when computer-enhanced collaboration teaches students to ask more exact and explicit questions even when not using that system.[37] Another example is a 2009 study by Greg Kessler in which pre-service, non-native English speaker teachers in a Mexican university were given the task to collaborate on a wiki, which served as the final product for one of their courses.[38] Due to the continual development of technology, other educational tools aside from wikis are being implemented and studied to determine their potential in scaffolding second language acquisition.Additionally, CSCL increases students' confidence and encourages them to maintain active learning, reducing the passive reliance on teachers' feedback.[51] Language barriers for non-native speakers tend to detract from equal participation in general,[52] and this can be alleviated to some extent through the use of technologies which support asynchronous modes of written communication.Dyslexia primarily involves difficulties with reading, spelling and sentence structure, transposition, memory, organization and time management, and lack of confidence.In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.Some describe them as evolving out of existing learning management systems (LMSs), adding intelligent agents and virtual assistants that can enhance content searches and deal with administrative and communication tasks,[73] or enabling different LMSs around the world to communicate with each other, creating an even larger community to share resources and locate potential collaborators.[76] Virtual learning communities will also enable different types of peer-to-peer interaction and resource sharing to support co-construction of knowledge.(Kress & Jewitt, 2003; Pahl & Rowsell, 2005; Walsh, 2008) It refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts.(Jill Margerison, 2013) Video games were designed as a learning tool engaged learners who advance through experimentation, critical thinking and practice in the virtual world.Digital storytelling refers to integrating a variety of means, such as images, audio, video, graphics and diagram to personal narratives and crafts.The multimodality platforms provide students, especially ELLs with an anxiety-free zone to collaborate with their peers in a virtual world in order to make meanings together.(Mellati, Zangoei & Khademi, 2015) ELLs will have more motivation and self-confident while participating in online group projects to make contributions and share knowledge with their peers.The applications of CSCL in post-secondary education demonstrate positive impacts on students' learning such as promoting learner interaction, motivation and understanding.Crisis of Authority Users experience challenges due to unfamiliarity with the use of wiki and the unknown of other teammates' boundaries of being commented or revised on their writings.[88] Furthermore, structured tasks(such as crossword puzzles, the path to come to a solution is unambiguous and answers can be immediately checked) which required critical reflection on personal experiences and perspectives triggered task‐related communication and a deep level of information exchange.