Search results for "Computer-supported collaborative learning"

Serious game design : supporting collaborative learning and investigating learners' experiences

2014

Classroom Orchestration: Balancing between Personal and Collaborative Learning Processes

2014

The nature of vocational education needs has changed. In authentic vocational classroom contexts, there is a rising need to develop new ways to integrate ongoing and overlapping processes of students' personal learning environments and collaborative knowledge construction. However, there is currently very little knowledge about how teachers integrate these two approaches in arranging learning. This creates new challenges for teachers when creating instructional activities, especially regarding teacher-student interactions. This case study illuminates teachers' instructional activities in empowering the students' knowledge construction in a technology-enhanced learning setting. The results s…

Learning to collaborate: Designing collaboration in a 3-D game environment

2006

To respond to learning needs, Computer-Supported Collaborative Learning (CSCL) must provide instructional support. The particular focus of this paper is on designing collaboration in a 3-D virtual game environment intended to make learning more effective by promoting student opportunities for interaction. The empirical experiment eScape, which encourages learners to solve problems collaboratively, is also presented. eScape is a design experiment, comprising both the process of designing a collaborative game environment and an empirical study where data is collected using a variety of methods and analysed, after which the findings and conclusions serve as a basis for further design work. By …

CSCL – a tool to motivate foreign language learners: The Finnish application

2003

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language lea…

Pair interactions in online assessments of collaborative problem solving: case-based portraits

2018

This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual’s solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual- to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS p…

Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies

2023

Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible technologies can enhance students’ multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teac…

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

2022

AbstractIn 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 w…

Challenges for the Teacher's Role in Promoting Productive Knowledge Construction in Computer-Supported Collaborative Learning Contexts

2010

This chapter discusses challenges related to teachers’ pedagogical activities in facilitating productive discussions among students in Computer-Supported Collaborative Learning (CSCL) contexts. In the light of two different cases from secondary-level and higher education contexts, the authors examine how teachers’ pedagogical choices influenced the quality of students’ activity, namely Web-based discussion. The results of our studies indicated that rich moments of collaboration were rare and distributed unequally among the students. The obvious weakness from the perspective of teachers’ pedagogical activities was that in neither of the studies was the students’ interaction in the discussion…

Conceptualizing Collaboration in the Context of Computer-supported Collaborative Learning

2015

“Collaborative learning” has become a common expression in a wide range of spheres. We often say that we learn collaboratively when we perform a task together. However, the term “collaborative learning” has more complex implications than only doing a task together with peers. Successful collaborative learning is characterized by meaningful and intense interactions among peers and shared understanding of the concepts. In computer-supported collaborative learning (CSCL) learners’ interactions are mediated by technological artifacts, therefore, the role of technologies becomes highly important from both cognitive and motivational perspectives. In this paper I discuss the essence of c…

Reflection Assignment as a Tool to Support Students’ Metacognitive Awareness in the Context of Computer-Supported Collaborative Learning

2021

The present study explores the potential of a reflection assignment as a tool for supporting master’s degree students’ metacognitive skills in the context of computer-supported collaborative learning (CSCL). The research question (RQ) is formulated as follows: How does a regularly submitted reflection assignment support the development of students’ individual metacognitive awareness in the context of CSCL? The empirical data is a text corpus (7878 words) extracted from individual students’ (N = 13) reflection assignments (N = 65) submitted during one semester. Qualitative content analysis was employed to analyze the data. The results demonstrate that by the end of the course, the students s…