Computer Supported Collaborative Learning

Theoretical Framework: Computer Supported Collaborative Learning (CSCL)

Origins

According to Dillenbourg the term collaborative learning can be used in two ways, Bruffee (1993) defines it as “a reculturative process that helps students become members of knowledge communities whose common property is different from the common property of the knowledge communities they already belong to" (p. 3)

Whereas, Roschelle and Teasley (1995) suggest it is more to do with learners being put in a situation where they must collaborate with each other to solve a problem. This second view of collaborative learning is the one we will be applying for the rest of this review of CSCL. Some (Koschmann, 2021) argue that it does not always have to amount to collaboration and collective would be a better word to suggest that people are working in groups but not necessarily collaboratively. Other issues with the name of the framework revolve around the term computer supported, this can cover a wide range of activities that do not necessarily all have to occur on a computer device.

Whatever the definition, research has been appearing on this topic since the 1980’s which may have started at Gallaudet University. Around the same time Scardamalia & Bereiter (1996) carried out a CSCL project at the University of Toronto. Cole et al. (1983) from the Univeristy of California launched the 5^th dimension project which involves after-school teaching programs at multiple different sites for the clinical training of teachers before they go into full time work. Cole, Miyake and Newman have all progressed from this project to become prominent researchers in the CSCL community. A NATO sponsored workshop (leading to the publication of a research journal on the topic) in the late 1980’s in Italy bought Newman into collaboration with the leading European research teams. Cole and Miyake were involved in a separate conference collaborating with the Japanese. The first global conference was in 1995 with meetings every 2 years since.

According to (Koschmann, 2021) four highly influential pieces of work are Collaborative learning by Bruffee (1993), Computers and the collaborative experience of learning (Crook, 1994), The Construction Zone (Newman, Griffin and Cole, 1989) and Education and mind in the knowledge age (Bereiter, 2002).

Key ideas, concepts and principles

Klopfer et al. (2005) looked at game designs for promoting collaborative learning. One of the key issues was designing a game that forced people to rely on each other, rather than letting stronger players do most of the work. The second iteration of games discussed in the paper used specific roles assigned to players to promote positive interdependence, students had to rely on each other as information from the environment and characters within the game was specific to the roles of each player. So player A could only get information A from their investigations, player B could investigate the same areas or people but would only get information B. They had to collaborate for the whole picture. They also got each student to present their information to the class so they had individual accountability.

Implications for our project

This is a form of Computer Supported Collaborative learning (CSCL). Gomez-Sanchez et al. (2009) point out the socio-constructivist basis of this pedagogy, allowing technology to mediate between learners. Whilst they found several cases studies, there was limited evidence of the successful application of CSCL in a classroom setting. One of the key reasons for this is designers not properly addressing the context educators are looking for. Gomez-Sanchez et al. (2009) discuss a framework for CSCL focussing first on the context before designing the collaborative learning process, which serves the learning objectives. The technological limitations must be taken into account as well as the social limitations like level of learners, time available and finances/resources available.

References

BRUFFEE, KENNETH. 1993. Collaborative Learning. Baltimore: Johns Hopkins University Press.

COLE, MICHAEL; MIYAKE, NAOMI; and NEWMAN, DENIS, eds. 1983. Proceedings of the Conference on Joint Problem Solving and Microcomputers (Technical Report No. 1). La Jolla, CA: University of California, San Diego, Laboratory of Comparative Human Cognition.

CROOK, CHARLES. 1994. Computers and the Collaborative Experience of Learning. London: Routledge.

DILLENBOURG, PIERRE, ed. 1999. Collaboratove Learning: Cognitive and Computational Approaches. Oxford: Pergamon.

Gomez-Sanchez E, Bote-Lorenzo ML, Abellan IMJ, Vega-gorgojo G, (2009) Conceptual framework for design, technological support and evaluation of collaborative learning. Accessed online at: (PDF) Conceptual framework for design, technological support and evaluation of collaborative learning (researchgate.net) (Accessed 17/5/2021).

Klopfer E, Perry J, Squire K, Jan MF, (2005) Collaborative learning through augmented reality role playing. Accessed online at: (PDF) Collaborative learning through augmented reality role playing (researchgate.net) (Accessed 17/5/2021).

Koschmann T, (2021) A Brief history of CSCL research, A paradigmatic example of CSCL research. Available at: Computer-Supported Collaborative Learning - A Brief History of CSCL Research, A Paradigmatic Example of CSCL Research - University, Settings, Knowledge, and Roschelle - StateUniversity.com (Accessed 6/6/21).

NEWMAN, DENNIS; GRIFFIN, PEG; and COLE, MICHAEL. 1989. The Construction Zone: Working for Cognitive Change in Schools. Cambridge, Eng.: Cambridge University Press.

ROSCHELLE, JEREMY, and TEASLEY, STEPHANIE. 1995. "The Construction of Shared Knowledge in Collaborative Problem Solving." In Computer Supported Collaborative Learning, ed. Claire O'Malley. Berlin: Springer-Verlag.

SCARDAMALIA, MARLENE, and BEREITER, CARL. 1996. "Computer Support for Knowledge-Building Communities." In CSCL: Theory and Practice of an Emerging Paradigm, ed. Timothy Koschmann. Mahwah, NJ: Erlbaum.