Group awareness in CSCL environments

Group awareness is an emerging topic in research on computer-supported collaborative learning (CSCL). It covers the knowledge and perception of behavioral, cognitive, and social context information on a group or its members. A central aim of CSCL-related research on group awareness is the development of tools that implicitly guide learners’ behavior, communication, and reflection by the presentation of information on a learning partner or a group. This special issue comprises six empirical contributions and a concluding discussion that present a broad spectrum of current research on this topic including behavioral, cognitive and social group awareness. An introductory outline of how group awareness is formed, processed and translated in action along the contributions is intended to integrate the diverse research activities on group awareness in CSCL environments.     

The role of scaffolding and motivation in CSCL

Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.     

基于CSCL的课程网站研究

针对目前精品课程网站主要以展示课程资源为主的情况,应用CSCL网络工具和实体模型,提出了一种基于CSCL的课程网站的结构模型,该模型主要由协作学习和个体学习组成。协作学习包括协作学习工具、考试质量综合评价;在个体学习中,应用最小二乘法对个体学习成绩进行数据挖掘,实现计算机自动判断每位个体学习者的学习情况,并反馈给个体学习者以达到智能学习的目的。     

基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

Strategies for collaborative writing and phases of knowledge construction in CSCL environments

Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case.     

Enhancing non-task sociability of asynchronous CSCL environments

While from a technological perspective Computer Supported Collaborative Learning (CSCL) systems have been improved considerably, previous studies have shown that the social aspect of the CSCL is often neglected or assumed to happen automatically by simply creating such virtual learning environments. By distinguishing between students’ non-task social interactions from on-task interactions, and through a content analysis, this paper demonstrates that non-task interactions do occur frequently in CSCL environments. Furthermore, by conducting a self-reported survey, the present study operationalizes non-task sociability of CSCL environments and determines factors that affect them. The findings from the survey revealed that the sense of cohesion and awareness about others significantly impact the non-task sociability of CSCL. Furthermore, the study demonstrates that the perception of self-representation and perception of compatibility affect the sense of cohesion and awareness about others and indirectly contribute to the perceived non-pedagogical sociability of the environment. The findings of this paper can be used in future research for investigating the relationship between the non-task sociability of CSCL and other CSCL factors. The study also provides the CSCL lecturers and facilitators with a conceptual model by which sociability can be explicitly addressed in their course planning and delivery processes. And finally, this study develops and validates an instrument that guides required changes in current CSCL systems to improve the non-task social functionality of the environment.     

From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework

The field of Computer Supported Collaborative Learning (CSCL) includes designers who emphasize effectiveness, measured via experiments, as well as designers who emphasize context and conduct qualitative research on teaching and learning practices. We conjectured that these two different emphases could be fruitful combined in a research and development process aimed at producing effective CSCL practices. We explored this possibility in a project that adapted a CSCL tool from Chile to serve as the basis of an effective 3-week classroom module for primary school mathematics in the United States. To go from tool to module, we addressed curricular fit, training materials, pedagogical guidance, formative and summative assessments, and logistical support. In conducting the project, we found that effectiveness and contextual research could be conducted simultaneously and yielded complementary insight to this design process, which enabled our project to rapidly move from the base tool towards complete classroom modules. An experiment we conducted after our design iterations showed that students who used the modules learned more about the target content, fractions. A retrospective analysis of our design process suggests that the Integrative Learning Design framework is useful for organizing the complementary components of effectiveness and contextual research in our design process.     

Interaction between tool and talk: how instruction and tools support consensus building in collaborative inquiry-learning environments

The process of collaborative inquiry learning requires maintaining a mutual understanding of the task, along with reaching consensus on strategies, plans and domain knowledge. In this study, we explore how different supportive measures affect students' consensus-building process, based on a re-analysis of data from four studies. We distinguish between scaffolds that aim at supporting students' collaborative processes and scaffolds that aim primarily at supporting the inquiry learning process. The overall picture that emerges from the re-analysis is that integration-oriented consensus-building activities are facilitated by scaffolds that provide explicit instruction in rules for effective collaboration and by scaffolds that encourage students to collaboratively construct a representation. Scaffolds that display inter-individual differences between students' opinions resulted primarily in quick consensus-building activities.     

The foundations of a theory-aware authoring tool for CSCL design

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.     

基于网格的CSCL资源共享平台的研究

资源共享一直是协作学习研究的一个热点.本文针对当前协作学习系统在资源共享及管理方面存在的问题,运用网格计算技术搭建一个平台,实现资源的有效共享及统一管理,消除资源孤岛,优化资源调度.提出了系统的结构模型,讨论了其访问模型,并实现了网格管理器的四种网格服务.     

CSCL系统中的学习效果评估

介绍了计算机支持的协同学习的基本理论及模型,并在此基础上构建了教学评估系统.通过将GSPT概念引入CSCL领域,有效地解决了网络教学效果的评估问题,通过构建双闭环学习评估系统,将学生个体学习的效果和整体课程教学效果有机地结合了起来,用PCE和模糊评估法解决评估系统的关键问题.     

The roles of gaze, gesture and gender in CSCL

Abstract This paper investigates the role of gaze and gesture when subjects are collaboratively solving physics problems with a computer. The results from the study indicate that females interacting together as pairs do use gaze significantly more than male pairs or those of mixed gender. There is evidence that gaze occurs during the planning stages of the problem solving activities and occurs more frequently by the speaker rather than the hearer during this phase. Mutual gazing occurs at this time too. The main finding is that differences in non-verbal communication strategies with respect to gender grouping effect not only the strategies that progress the collaborative process but more importantly also those that influence the understanding of the problem space. These results suggest the quality of video linkage will play an important role in collaborative problem solving for distance learners.     

Investigating Group Structure in CSCL: Some New Approaches

This paper reports some recent findings of a continuing international study that is investigating computer supported collaborative learning (CSCL) processes among a community engaged in a masters program in e-learning. This study presents results of an analysis of learning and tutoring interactions in three different groups. Each group was presented with a different model to facilitate collaborative interaction, using specially designed groupware. The empirical analysis used two compatible methods: content analysis (CA) and critical event recall (CER). The study reveals the differentiated nature of participants interactions: the results show that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring interactions than the group without an additional structure (NAS).This revised version was published online in March 2005 with corrections to the cover date     

Mobile CSCL模型的研究与设计

Mobile CSCL是协同学习领域的研究前沿。本文首先综述国内外现有研究成果,阐述了移动学习中社会化交流模式,在此基础上设计了一个MCSCL应用模型,重点研究了模型中服务器端的设备适配、动态内容、信息组织和学习管理四个方面,并通过比较得出MCSCL的三个重要特征:动态内容、预定学习和独立网关,为深入认识与分析无线网络环境下协同学习问题提供了新的研究框架。     

基于SIP协议的CSCL系统的设计与实现

介绍了会话呼叫信令控制协议SIP.针对当前CSCL系统在提供"个性化"服务与支持移动性等方面灵活度不够的问题,综合运用CSCL的原理、SIP协议、数据库技术及协同处理技术,设计并实现了一种基于SIP协议的CSCL系统,着重讨论了该系统的体系结构、SIP服务器、SIP终端及CSCL系统协同服务的实现方案,并给出了CSCL学习者间的会话连接实例,最后从CSCL系统在农村推广应用的角度提出的下一步改进的方向.     

基于MAS的CSCL角色分配的研究与实现

为研究CSCL的角色分配,在CSCL中引入角色模型,并在角色模型的基础上,研究了在CSCL中运用MAS进行角色分配,设计了用于角色分配的MAS模型、Agent的内部结构以及角色分配的算法。此研究工作对研究基于Web的仿真CSCL,实现计算机支持的智能角色分配有积极重要的意义。     

Assessing process in CSCL: An ontological approach

Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singular basis on which one can compare learning practices of multiple students. In addressing these problems, we offer a solution that encourages students to record and share their learning interactions using our ontology-oriented theory-centric software tool. In doing so, students not only observe the products of their learning but also the process of how they learnt. These unique and computationally formal recordings of learning interactions not only allow educators to observe how learners learn, but also provide opportunities for learners to reflect on their understanding of meta-cognitive processes that they employed or neglected in their learning. Further, these recordings feed our software system to autonomously analyze students’ learning behaviour and to actively promote self- and co-regulation among learners. This article presents the need for such a system, the architecture of the system, and concludes with key experimental observations from software prototypes.