What does the design of effective CSCL require and how do we study its effects?
ACM SIGCUE Outlook - Special issue on computer supported collaborative learning
Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
Children as computer users: the case of collaborative learning
Computers & Education
Groups Interacting with Technology: Ideas, Evidence, Issues and an Agenda
Groups Interacting with Technology: Ideas, Evidence, Issues and an Agenda
Effects of alternate representations of evidential relations on collaborative learning discourse
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Nodal and matrix analyses of communication patterns in small groups
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
A machine learning approach to assessing knowledge sharing during collaborative learning activities
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Cracking the code: learning to collaborate and collaborating to learn in a networked environment
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
CSCL in higher education?: a framework for designing multiple collaborative environments
What we know about CSCL and implementing it in higher education
CSCL-Ware in practice: goals, tasks, and constraints
What we know about CSCL and implementing it in higher education
What we know about CSCL: ...and what we do not (but need to) know about CSCL
What we know about CSCL and implementing it in higher education
Skills required for participating in CMC courses: an empirical study
Computers & Education
Teachers' pedagogical designs for technology-supported collective inquiry: a national case study
Computers & Education - Collaborative learning environments
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Functional versus spontaneous roles during CSCL
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Virtual teamwork in very large undergraduate classes
Computers & Education
Remote laboratory and animal behaviour: An interactive open field system
Computers & Education
Ad hoc transient communities to enhance social interaction and spread tutor responsibilities
WBED'07 Proceedings of the sixth conference on IASTED International Conference Web-Based Education - Volume 2
International Journal of Web Based Communities
Influence of group member familiarity on online collaborative learning
Computers in Human Behavior
Incorporating assessment in a pattern-based design process for CSCL scripts
Computers in Human Behavior
Content analysis: What are they talking about?
Computers & Education - Methodological issue in researching CSCL
Teachers' pedagogical designs for technology-supported collective inquiry: A national case study
Computers & Education - Collaborative learning environments
Looking Into Collaborative Learning: Design from Macro-and Micro-Script Perspectives
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
CTRL: A research framework for providing adaptive collaborative learning support
User Modeling and User-Adapted Interaction
Visual Modeling of Competence Development in Cooperative Learning Settings
WSKS '09 Proceedings of the 2nd World Summit on the Knowledge Society: Visioning and Engineering the Knowledge Society. A Web Science Perspective
The foundations of a theory-aware authoring tool for CSCL design
Computers & Education
Pedagogical plans as communication oriented objects
Computers & Education
Measurement and assessment in computer-supported collaborative learning
Computers in Human Behavior
The role of tasks and epistemological beliefs in online peer questioning
Computers & Education
Procrastination, participation, and performance in online learning environments
Computers & Education
Supporting free collaboration and process-based scripts in poEML
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
Journal of Visual Languages and Computing
Group awareness tools: It's what you do with it that matters
Computers in Human Behavior
Modeling group-based education
ER'05 Proceedings of the 24th international conference on Conceptual Modeling
A study of enhanced structured web-based discussion in a foreign language learning class
Computers & Education
Information Resources Management Journal
Collaborative learning in multi-user virtual environments
Journal of Network and Computer Applications
Influence of group configuration on online discourse writing
Computers & Education
PoEML: Modeling learning units through perspectives
Computer Standards & Interfaces
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At present, the design of computer-supported group-based learning (CSGBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as 'cooperative learning' and 'collaborative learning'. Critical review reveals these concepts as insufficiently substantial to serve as a basis for CSGBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing CSGBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to CSGBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster CSGBL design that focuses on the heart of the matter: interaction.