CSCL in higher education?: a framework for designing multiple collaborative environments
What we know about CSCL and implementing it in higher education
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Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-toface teaching, in online environments. There are several benefits that such change can bring in higher education which include: productive environments for students based on learning engagement and collaboration [Kimball 2002; Rudestam & Schoenholtz-Read 2002], interactive use of educational technology [Biggs 2003], encouragement of reflective learning [Palloff & Pratt 1999], and support for effective discourse learning methods [Kirschner 2004; Laurillard 2002]. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material.