Research Approaches in Computer-Supported Collaborative Learning

2013 ◽  
Vol 9 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Computer Supported Collaborative Learning ◽  
Research Issues ◽  
Online Distance Education ◽  
Theoretical Perspectives ◽  
History Of ◽  
How People Learn ◽  
Online Distance ◽  
New Research

Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL research field becomes obvious. Moreover, an attempt to categorize these research issues is made. In this vein, the four interesting contributions of this Special Issue, regarding theoretical perspectives and issues of research of the field, are introduced. They comply with the distinguished categories, but they open new research borders as well.

Different Approaches to Economic and Social Changes: New Research Issues, Sources and Results

2022 ◽  
Keyword(s):  
Social History ◽  
Working Group ◽  
Hungarian Academy ◽  
Research Network ◽  
Research Issues ◽  
History Of ◽  
Regional Committee ◽  
New Research ◽  
High Level ◽  
Academy Of Sciences

This series was launched in 2021 by the Working Group of Economic and Social History of the Pécs Regional Committee of the Hungarian Academy of Sciences to present research conducted within its framework. The foreign language edition is meant to be a contribution to the internationalization of research made in Hungary. The Working Group has made every effort since the publication of the first two volumes to allow its members, and also their Ph.D. students, to publish their findings more easily and in larger volume, providing at the same time an opportunity for other professionals in the region of South Transdanubia to publish their researches. The majority of the studies in this book, similarly to the first volume of the series, are about the history of the region, but some of the papers go beyond this theme. The diversity of the papers created an inspiring environment for the authors, which in turn has greatly stimulated the already existing professional cooperation among them. Both the editors and the authors find it very important to popularise the economic and social history of the region as broadly as possible, in line with the ambitions of the Pécs Regional Committee of the Hungarian Academy of Sciences. In addition, this book also promotes the cooperation among generations of researchers; it is not only the young that enjoy the support of their senior colleagues but the ideas and momentum of the younger generation also keep the activity of the Working Group at a high level. It is due to the well-functioning generational discussions, among other things, that several young researchers earned their Ph.D. degree in 2021. The framework of the studies in the broader sense is the economic and social history of Hungary and Europe in the 18th – 20th centuries. The papers in this volume also provide information about the development and current phases of the different pieces of research. Several papers are sequels to publications released in 2021 from a chronological or thematic aspect, however the book contains brand new topics as well. Great significance is attributed to the fact that several renowned international members of the research network of the Working Group were also persuaded to publish. The results of some ongoing Ph.D. research are also presented. The high number of young authors is a proof that the professional interest in economic and social history is not decreasing at all. We do hope that this book will contribute to the maintenance of this trend.

scholarly journals Using Mobile Devices to Support Online Collaborative Learning

2010 ◽  
Vol 6 (1) ◽  
pp. 27-47 ◽  
Author(s):  
Santi Caballé ◽  
Fatos Xhafa ◽  
Leonard Barolli
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Rural Areas ◽  
Research Field ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Significant Research ◽  
On Line ◽  
Educational Paradigm ◽  
A Minor

Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.

scholarly journals Publicistic Reflection Of Russian Entrepreneurship in Second Half of 19th — early 20th Centuries in Context of History of Russian Journalism

2021 ◽  
Vol 1 (7) ◽  
pp. 286-305
Author(s):  
A. V. Chernov ◽  
A. V. Vsevolodov
Keyword(s):  
Research Field ◽  
Business Interests ◽  
Verbal Creativity ◽  
Public Media ◽  
Modern Business ◽  
History Of ◽  
New Research ◽  
Printed Word ◽  
Business Journalism ◽  
Collective Actor

An attempt to outline the contours of a new research field within the framework of the history of Russian journalism — the history of entrepreneurial journalism of the mid — second half of the 19th — early 20th centuries is presented. The publicistic work of Russian entrepreneurs of this time is interpreted by the authors as the forerunner of modern business journalism. It is shown that the key role in its constitution was played by the Great Reforms of the 1860s — 1870s, during which entrepreneurship became a collective actor in the emerging public (media) space and showed the ability to express and defend its interests, including through the printed word. It is noted that even then an array of non-professional entrepreneurial publications of various genres began to take shape, which subsequently evolved into an independent branch of journalistic creativity. It is pointed out that entrepreneurs-publicists remained primarily practitioners, people of action, which determined the special pragmatism of their texts, closely related to the “guild” and personal business interests. The authors come to the conclusion that when studying the journalistic creativity of entrepreneurs, not only logical coherence should be taken into account, but also the synchronicity of all forms of the author’s verbal creativity and his business activity.

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.

Web-Based Learning by Tele-Collaborative Production in Engineering Education

2005 ◽  
pp. 234-257 ◽  
Author(s):  
A. Moshaiov
Keyword(s):  
Cognitive Psychology ◽  
Collaborative Learning ◽  
Adult Learning ◽  
Engineering Education ◽  
Collaborative Group ◽  
Computer Supported Collaborative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Theoretical Perspectives ◽  
And Behavior

The purpose of this chapter is to review and discuss theoretical perspectives that help to frame collaborative learning online. The chapter investigates literature about the type of learning and behavior that are anticipated and researched among participants learning collaboratively and discusses how these attributes explain computer-supported collaborative learning. The literature about learning is influenced by perspectives from a number of fields, particularly philosophy, psychology, and sociology. This chapter describes some of these perspectives from the fields of cognitive psychology, adult learning, and collaborative group learning. Recent research into computer-supported collaborative learning that applies these theories will also be discussed.

scholarly journals Promoting interaction in online distance education: designing, implementing and supporting collaborative learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 251-260 ◽  
Author(s):  
Sebastian Strauß ◽  
Nikol Rummel
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Collaborative Learning ◽  
Empirical Research ◽  
Learning Activities ◽  
Learning Activity ◽  
Content Type ◽  
Online Distance Education ◽  
Collaboration Support ◽  
Online Distance

Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

How to understand engineering sciences with the techniques of the body: The case of the bridges collection of the Musée des Arts et Métiers explained by circus acrobatics

2017 ◽  
Vol 56 (2) ◽  
pp. 254-269
Author(s):  
Arnaud Dubois
Keyword(s):  
Science And Technology ◽  
Ethnographic Study ◽  
The Body ◽  
Museum Collections ◽  
Research Issues ◽  
Engineering Sciences ◽  
History Of ◽  
Body Techniques ◽  
Epistemological Break ◽  
New Research

In this article, I will examine an experimental mediation performed by acrobats at the Paris Musée des Arts et Métiers in May 2016. I will ask if body techniques can facilitate the public’s understanding of the abstract engineering sciences exhibited in a science and technology museum. Using the ethnographic study of this performance, I will ask if this new type of museum mediation opens up new research issues about technical gestures and helps us to blur boundaries between tangible and intangible heritage in the museum context. In doing so I try to redeploy the methods of analysis of museum collections and to contribute to the theoretical and methodological renewal of the history of technology. I show that this new way to mediate science and technology museum collections using body techniques and gestures produces a methodological indistinctness between intentionality and contingency that often marks the epistemological break between art, technology and science in western culture. This anthropological way of looking at museums of science and technology opens up new research issues not only for the museum’s scientific and technical heritage but also for the history of science and techniques.

Success Story of Radar Technology in Automotive Applications

Frequenz ◽  
2012 ◽  
Vol 66 (5-6) ◽  
Author(s):  
Marc-Michael Meinecke ◽  
Jiři Jerhot
Keyword(s):  
Signal Processing ◽  
Research Field ◽  
Automotive Applications ◽  
Driver Assistance ◽  
Success Story ◽  
Signal Processing Algorithms ◽  
History Of ◽  
Processing Algorithms ◽  
New Research

AbstractThe radar technology has a long history of over more than one century. In contrast to this its application in the automotive domain is a quite young activity. The enablers of this relatively new research field are presented in this article from a car manufacturers perspective covering aspects of signal processing algorithms, hardware and driver assistance applications.

Structuring CSCL through Collaborative Techniques and Scripts

2013 ◽  
pp. 113-122
Author(s):  
F. Pozzi ◽  
L. Hofmann ◽  
D. Persico ◽  
K. Stegmann ◽  
F. Fischer
Keyword(s):  
Collaborative Learning ◽  
Research Field ◽  
Online Course ◽  
Computer Supported Collaborative Learning ◽  
Collaboration Scripts ◽  
Collaborative Process

This paper is rooted in the research field of Computer Supported Collaborative Learning (CSCL), where the debate is lively around whether and to what extent structuring the interactions among students enhances the effectiveness of the collaborative process. The paper discusses two different design approaches to structuring collaboration: the former approach, adopted in the context of an Italian online course, is based on the use of a set of collaborative techniques, while in the latter, proposed in a German context, collaboration scripts are used to guide students step-by-step. The study describes and then compares the strengths and weaknesses of the two approaches. What can be learned from the two experiences? Is there any possibility – and with what advantages – of integrating the two approaches, so as to gain from both?

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