The characteristics of the Computer Supported Collaborative Learning (CSCL) through Moodle: a view on students’ knowledge construction process

Computer Supported Collaborative Learning (CSCL) is based on the pedagogical process of observation where students will learn progressively through active group interaction. CSCL is an emerging branch of the learning sciences concerned with studying on how people can learn together with the help of computers. Thus, this research was conducted to measure the characteristics of the CSCL learning environment through Moodle that assists the process of students’ knowledge construction during the teaching and learning process. The CSCL learning environment is an educational learning system which develops to help the teachers and students in managing School Based Assessment (SBA) in selected secondary school in Malaysia. Samples involved two groups of students and two Technical and Vocational Education and Training (TVET) teachers from two different schools. A total of 61 students, who were taught using CSCL approach through Moodle, underwent the process of teaching and learning using their school computer laboratory. The finding shows that the characteristics of the CSCL learning approach that used in this learning environment for the first group are at a high level with overall mean of 4.17 and the second group at moderate level with overall mean of 3.62. The result proves that the characteristics of the CSCL learning environment help students to build their knowledge during teaching and learning process at the high level with an overall mean score of 3.87. The mean of these two groups may vary according to students’ background, as well as learning environment facilities. Although, CSCL leads to students’ self-development, improving learning quality, sharing knowledge and assisting students’ in the process of building their knowledge, implementation of CSCL must first considering the technology relevant facilities, especially computer laboratory and internet accessibility in school. The implication is that designing a good CSCL must also taking into account the targeted users’ cultural background and socioeconomic factor

Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Emergence of Bulk CsCl Structure in (CsCl)nCs+ Cluster Ions

The emergence of CsCl bulk structure in (CsCl)nCs+ cluster ions is investigated using a mixed quantum-mechanical/semiempirical theoretical approach. We find that rhombic dodecahedral fragments (with bulk CsCl symmetry) are more stable than rock-salt fragments after the completion of the fifth rhombic dodecahedral atomic shell. From this size (n=184) on, a new set of magic numbers should appear in the experimental mass spectra. We also propose another experimental test for this transition, which explicitely involves the electronic structure of the cluster. Finally, we perform more detailed calculations in the size range n=31--33, where recent experimental investigations have found indications of the presence of rhombic dodecahedral (CsCl)32Cs+ isomers in the cluster beams.Comment: LaTeX file. 6 pages and 4 pictures. Accepted for publication in Phys. Rev.

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)

Planning Collaborative Learning in Virtual Environments. La planificación del aprendizaje colaborativo en entornos virtuales

Collaborative learning has a strong presence in technologysupported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a nonexperimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCLbased subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning

Changing Tools Changing Attitudes: Effects of introducing a computer system to promote learning at work

The use of computer-supported collaborative learning (CSCL) tools to manage and support learning at work offers a lot of advantages, such as the increase in the availability and access to knowledge. However, computer systems also introduce new ways of doing things, which may impact on their acceptability and usage in an organisation. The study considers the issue of re-mediating human activity through the introduction of a CSCL system to support collaborative organisational learning (COL) activities as a way of promoting learning at work. A comparative study into the effects of remediating work practices in an organisation was conducted 'before' and 'after' the introduction of a CSCL system using three selected constitutive elements of COL namely: collaboration, knowledge sharing and interactivity. The study used activity theory as a framework for examining the support mechanisms for the selected elements of COL from a social and cultural perspective in terms of how they occur, and how they are supported in context. Findings highlighted the importance of accounting for social and cultural issues relating to the tool user, prior to the introduction of a CSCL system to support learning at work, as these could impact on the usage and acceptability of such a tool

Systemic intervention for computer-supported collaborative learning

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project

The added value of implementing the Planet Game scenario with Collage and Gridcole

This paper discusses the suitability and the added value of Collage and Gridcole when contrasted with other solutions participating in the ICALT 2006 workshop titled “Comparing educational modelling languages on a case study.” In this workshop each proposed solution was challenged to implement a Computer-Supported Collaborative Learning situation (CSCL) posed by the workshop’s organizers. Collage is a pattern-based authoring tool for the creation of CSCL scripts compliant with IMS Learning Design (IMS LD). These IMS LD scripts can be enacted by the Gridcole tailorable CSCL system. The analysis presented in the paper is organized as a case study which considers the data recorded in the workshop discussion as well the information reported in the workshop contributions. The results of this analysis show how Collage and Gridcole succeed in implementing the scenario and also point out some significant advantages in terms of design reusability and generality, user-friendliness, and enactment flexibility