The role of cultural diversity and leadership in computer-supported collaborative learning: a content analysis

2006 ◽  
Vol 48 (3) ◽  
pp. 142-153 ◽  
Author(s):  
John Lim ◽  
Ying Liu
Keyword(s):  
Content Analysis ◽  
Collaborative Learning ◽  
Cultural Diversity ◽  
Computer Supported Collaborative Learning ◽  
Diversity And Leadership

Perceptions in Computer-Supported Collaborative Learning

2011 ◽  
pp. 182-199
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Negative Relationship ◽  
Learning Technology ◽  
Computer Supported Collaborative Learning ◽  
Research Attention ◽  
Homogeneous Groups ◽  
E Learning ◽  
And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

scholarly journals ARGUMENTATION-BASED COMPUTER SUPPORTED COLLABORATIVE LEARNING (ABCSCL): THE ROLE OF INSTRUCTIONAL SUPPORTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Omid Noroozi
Keyword(s):  
Collaborative Learning ◽  
Relevant Literature ◽  
Learning Processes ◽  
Teaching Approach ◽  
Computer Supported Collaborative Learning ◽  
Instructional Supports ◽  
Quality Of Learning ◽  
Future Work

This paper investigates the role of instructional supports for argumentation-based computer supported collaborative learning (ABCSCL), a teaching approach that improves the quality of learning processes and outcomes. Relevant literature has been reviewed to identify the instructional supports in ABCSCL environments. A range of instructional supports in ABCSCL is proposed including scaffolding, scripting, and representational tools. Each of these instructional supports are discussed in detail. Furthermore, the extent to which and the way in which such instructional supports can be applied in ABCSCL environments are discussed. Finally, suggestions for future work and implications for the design of ABCSCL environments are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0610/a.php" alt="Hit counter" /></p>

Collaborative vs. Cooperative Learning

2008 ◽  
pp. 20-39 ◽  
Author(s):  
Orlando J. Olivares
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Individual Learning ◽  
Central Theme ◽  
Computer Supported Collaborative Learning ◽  
Conceptual Clarity ◽  
Group Mind ◽  
History Of ◽  
Similarities And Differences

A central theme of this chapter is the following: to better understand the role of the teacher within a computer-supported collaborative learning (CSCL) environment, it is necessary to better conceptualize the CSCL construct. Toward this goal, this chapter will examine similarities and differences between cooperative and collaborative learning. Next, CSCL will be examined in the context of cooperative and collaborative learning, and a brief history of CSCL will be provided. It is argued that there has been a lack of definitional and conceptual clarity among these learning constructs—this has resulted in the conflation between cooperative learning and CSCL, as well as a continued focus on individual learning, as opposed to “group mind”-like constructs. It is hoped that better conceptual clarity about CSCL will provide a renewed understanding of the role of the teacher within a CSCL environment.

Role Scripting as a Tool to Foster Transactivity of Asynchronous Student Discussions

2021 ◽  
Vol 11 (3) ◽  
pp. 1-16
Author(s):  
Aleksandra Lazareva
Keyword(s):  
Content Analysis ◽  
Experimental Design ◽  
Collaborative Learning ◽  
Knowledge Construction ◽  
Qualitative Content Analysis ◽  
Analysis Approach ◽  
Computer Supported Collaborative Learning ◽  
Student Interactions ◽  
Collaboration Scripts ◽  
Positive Effects

Transactivity of student discussions is crucial in computer-supported collaborative learning (CSCL). However, CSCL learners often lack well-developed argumentation and negotiation skills, which makes it challenging for them to engage in and maintain a transactive discussion. Collaboration scripts have been implemented in CSCL contexts and have demonstrated positive effects on students' collaboration and argumentation skills. Yet, the degree of transactivity of student interactions is rarely addressed directly in CSCL research. Employing a qualitative content analysis approach, this study seeks to understand how a role script affects the transactivity of students' argumentative knowledge co-construction in the context of a multicultural master's degree CSCL course. The study employs an experimental design. The results demonstrate that students in the scripted condition produced more contributions on higher levels of argumentative knowledge construction than unscripted students. However, tutor involvement may be necessary to ensure proper script appropriation.

scholarly journals Exploring Pre-University Students’ Construction of Reasoned Argumentation during Computer - Supported Collaborative Discussions Using Sequential Analysis

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Pavithra Panir Selvam ◽  
Aini Marina Ma’rof
Keyword(s):  
Collaborative Learning ◽  
University Students ◽  
Sequential Analysis ◽  
Research University ◽  
Case Study Research ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Computer Supported Collaborative Learning ◽  
Reasoning Skills

The prominent role of reasoning skills in predicting academic outcomes is clearly evident over the years in that its inculcation in various face-to-face learning contexts has become progressively dominant, including in the collaborative learning (CL) settings. The pandemic crisis, however, challenged traditional learning approaches to shift to an online mode overnight resulting in dramatic changes of learning delivery whereby teaching is undertaken remotely and on digital platforms. Though impact of CL-based approaches in promoting reasoning skills have been well-documented over the years, a systematic analysis of learners’ behavioural patterns of argumentation and reasoning in a virtual collaborative learning environment is yet to be concretely established. The current study therefore sought to investigate the development of reasoned argumentation skills among pre- university students with mixed language abilities, using open-ending short stories via a computer-supported collaborative learning (CSCL) environment. Adopting the case study research design by applying a mixed-methods approach through both descriptive and sequential analyses, 12 pre-university students from a public research university served as participants of this study. The results show that language ability has a strong predictive factor on reasoned argumentation skills and there is an established tendency of the participants to produce constructive arguments over defensive or challenging viewpoints to alternative ideas. This calls for future studies to further investigate predictive factors of this tendency and to further ascertain the predictive role of language-rich discussions in facilitating various higher order thinking skills among learners.

The Role of Knowledge in Computer Collaborative Learning Research

2017 ◽  
Vol 5 (1) ◽  
pp. 416
Author(s):  
Evelina De Nardis
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Human Resources Management ◽  
Computer Supported Collaborative Learning ◽  
Theoretical Frameworks ◽  
Learning Groups ◽  
Learning And Teaching ◽  
Collaborative Interactions ◽  
Learning Research

The aim of this paper is to describe the most significant theoretical frameworks concerning Computer Collaborative Learning Research (CSCL) on the light of Web 2.0 supports. The term Web 2.0 embraces a range of ‘social’ technologies and tools that enable users to create, publish and share digital contents within both new and existing social networks. Technologies such as blogs, wikis, podcasts and file sharing services are increasingly being used to support learning and teaching within the higher education sector (see Hughes, 2009; Kennedy et al., 2009). The implications of collaborative interactions within the socio-constructivism approach are examined. Harasim (2012) defines online collaborative learning as characterized by interactive group knowledge-building processes. This aspect implies that students participate actively by monitoring different levels of learning while they are collaborating with teacher and pairs. The computer supported collaborative learning research (CSCL) community focus on the role of technology considered as a tool through which students and teacher make sense of the world and negotiate meaning. Many researches about CSCL environments concerns the role of teacher in allowing social and significant interactions among all group members. Three factors drive the change from teacher-centered to centered learning approach, the shift from individual to group learning and from contiguous to asynchronous distributed learning groups. All of these aspects imply changes in educational institutions based on social construction of knowledge and competence-based learning. Through the years of competence based approaches have proved to be a critical tool in human resources management and computer collaborative research.

scholarly journals Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity

2016 ◽  
Vol 44 (5) ◽  
pp. 477-500 ◽  
Author(s):  
Freydis Vogel ◽  
Ingo Kollar ◽  
Stefan Ufer ◽  
Elisabeth Reichersdorfer ◽  
Kristina Reiss ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Computer Supported Collaborative Learning
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