Using representational tools to support historical reasoning in computer-supported collaborative learning

Abstract

In this article the authors focus on how features of a computersupported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support historical reasoning the authors compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argument list). As it is assumed that an argumentative diagram can support both cognitive and interaction processes, it was expected that using this tool would result in more qualitative historical reasoning, in the chat as well as in the essay. However, the results of this study did not show a significant difference in the amount of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the representational tool while executing the task. The tool does not only function as a cognitive tool that can elicit elaborate activities, but also as a tool through which students communicate.     

Strategizing computer-supported collaborative learning toward knowledge building

The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computer-supported collaborative learning. The participants were selected from student teachers in Rwanda after a training program on searching, retrieving and exploiting web-based literature. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to enable them to focus on criterion-referenced reflection to regulate their learning.     

Toward effective group formation in computer-supported collaborative learning

Group formation task as a starting point for computer-supported collaborative learning plays a key role in achieving pedagogical goals. Various approaches have been reported in the literature to address this problem, but none have offered an optimal solution. In this research, an online learning environment was modeled as a weighted undirected complete graph in which each learner was implied as a node and the relationship between them was denoted as a weighted arc. The weight of each link indicated the similarity degree between the corresponding individuals. The similarity between two students was measured as the mean of their absolute interest levels. The graph was also represented through a symmetric adjacency matrix. Then, a novel binary integer programming formulation was proposed to model the group formation problem and optimally assign each learner to the most appropriate group. The method was utilized to divide an online class of 32 learners into 8 groups of size 4. Findings indicated that the suggested model was successful in optimally solving the problem in 20.53 seconds, on average. The performance of the method was also compared with a modified version of K-means clustering algorithm. Although, the running time of the suggested technique was not as good as the clustering algorithm, it generated better outcomes in theory and in practice.     

Co-regulation of learning in computer-supported collaborative learning environments: a discussion

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry.     

A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment

Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to work in dyads consisting of Chinese, Canadian, or mixed Chinese–Canadian pairs to learn Analysis of Variance collaboratively using a computer coach. Dialog segments were coded in terms of types of SRL actions, and whether an action was individually (IND) or socially (SOC) oriented. Canadian pairs produced significantly higher proportions of IND-SRL actions relative to SOC-SRL actions (higher odds ratios) than Chinese pairs, but the odds ratios for mixed pairs were similar to those for Canadian pairs. This effect of cultural composition of dyads for the Canadian and Chinese pairs was replicated in a comparison of Canadian and Chinese participants within the mixed pairs dyads. These results have implications for a socio-cultural account of SRL.     

Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda

Educational technology research and development - Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological...     

Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning: implications for inclusion

This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations.     

Knowledge organization through multiple representations in a computer-supported collaborative learning environment

Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to investigate learners’ knowledge organization (KO) through multiple representations in a CSCL environment. We designed a learning unit on nuclear energy and implemented it with a group of 20 college students. The participants used a web-based hypertext KO platform that incorporated three representational modes: textual, pictorial, and concept map. The platform interlinked learners’ knowledge entries based on similar keywords. Utilizing mixed methods research we analyzed the individual entries and the knowledge base to determine KO both at the individual and the collective levels. We found that the density of the knowledge base was high; the learners mostly benefited from their text- and concept map-based entries, though the picture-based entries were also an important means for connecting entries with similar content and hence creating a dense knowledge base. Our results suggest that KO with multiple representations can create a more comprehensive knowledge base. Using distinct analytical approaches will allow CSCL researchers to better identify KO both at the individual and collective levels.     

The effects of room design on computer-supported collaborative learning in a multi-touch classroom

While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the development of a multi-touch classroom, looking at two different designs of the classroom environment to explore how classroom layout may influence group interaction and learning. Three classes of students working in groups of four were taught in the traditional forward-facing room condition, while three classes worked in a centered room condition. Our results indicate that while the outcomes on tasks were similar across conditions, groups engaged in more talk (but not more off-task talk) in a centered room layout, than in a traditional forward-facing room. These results suggest that the use of technology in the classroom may be influenced by the location of the technology, both in terms of the learning outcomes and the interaction behaviors of students. The findings highlight the importance of considering the learning environment when designing technology to support learning, and ensuring that integration of technology into formal learning environments is done with attention to how the technology may disrupt, or contribute to, the classroom interaction practices.     

Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Addressing a drawback in current research on computer-supported collaborative learning (CSCL), this study investigated the influence of motivation on learning activities and knowledge acquisition during CSCL. Participants’ (N = 200 university students) task was to develop a handout for which they had first an individual preparing phase followed by a computer-supported collaborative learning phase immediately afterwards. It was hypothesized that in both phases current motivation (in terms of expectancy and value components) influences both learning activities and knowledge acquisition in a positive way. According to main results, only goal orientations (before learning) were associated with knowledge acquisition respectively observed learning activities during the collaborative phase. Expectancy and value components of current motivation related neither to observed learning activities nor to knowledge acquisition during collaborative learning but were in part associated with learning activities and knowledge acquisition during individual learning. The discussion addresses several possible explanations for these unexpected results.     

Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings

Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities (WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations. Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues and challenges that arose during the use of the design approach.     

A systematic review of teacher guidance during collaborative learning in primary and secondary education

For this review, we synthesized quantitative and qualitative research on collaborative learning to examine the relationship between teacher guidance strategies and the processes and outcomes of collaboration among students (66 studies). The results show that several aspects of teacher guidance are positively related to student collaboration, for example when teachers focus their attention on students’ problem solving strategies. During student collaboration, opportunities arise for students to engage in collaborative activities that support their learning process. The way teachers take more or less control of these moments determines whether these opportunities can be turned into real moments of learning for the students. This review highlights the important yet challenging role of the teacher during collaborative learning.