Ebook: Computer Supported Collaborative Learning

Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self­ paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.

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This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: theoretical and empirical work on peer interaction and learning, cognitive models of collaborative interaction, computer networks and computer-mediated communication, and design issues in supporting collaborative learning. There are three main themes. One is that research on collaborative learning should focus on the processes involved in successful peer interaction. Another is the importance of organizational aspects of setting up and maintaining collaborative use of computers for learning. The third is that different design issues are implied by synchronous or real-time as opposed to asynchronous use of distributed computing. This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: peer interaction and learning, cognitive models of collaborative interaction, computer networks and communication, and design issues.

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This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: theoretical and empirical work on peer interaction and learning, cognitive models of collaborative interaction, computer networks and computer-mediated communication, and design issues in supporting collaborative learning. There are three main themes. One is that research on collaborative learning should focus on the processes involved in successful peer interaction. Another is the importance of organizational aspects of setting up and maintaining collaborative use of computers for learning. The third is that different design issues are implied by synchronous or real-time as opposed to asynchronous use of distributed computing. This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: peer interaction and learning, cognitive models of collaborative interaction, computer networks and communication, and design issues.
Content:
Front Matter....Pages I-X
Front Matter....Pages 1-1
Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies....Pages 3-22
Small Group Collaborative Discovery Learning from Hypertext....Pages 23-38
Peer Interaction and Writing: The Process of Revision....Pages 39-50
Computer Support for the Collaborative Learning of Physics Concepts....Pages 51-68
The Construction of Shared Knowledge in Collaborative Problem Solving....Pages 69-97
Front Matter....Pages 99-99
Learning Network Design: Coordinating Group Interactions in Formal Learning Environments Over Time and Distance....Pages 101-123
Computer Supported Collaborative Learning in a Multi-Media Distance Education Environment....Pages 125-143
Distance Learning and Computer-Mediated Communication: Interactive, Quasi-Interactive or Monologue?....Pages 145-161
Front Matter....Pages 163-163
Educational Practice Within Two Local Computer Networks....Pages 165-182
Technology’s Role in Restructuring for Collaborative Learning....Pages 183-199
Front Matter....Pages 201-201
The Negotiation of Dialogue Focus: An Investigation of Dialogue Processes in Joint Planning in a Computer Based Task....Pages 203-222
Computational Modelling of Constructive Interaction: Relaxing the Mutuality Hypothesis....Pages 223-243
Designing Human-Computer Collaborative Learning....Pages 245-264
Front Matter....Pages 265-265
Issues in Computer Supported Collaborative Learning....Pages 267-281
Designing Computer Support for Collaborative Learning....Pages 283-297
Back Matter....Pages 299-310

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This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: theoretical and empirical work on peer interaction and learning, cognitive models of collaborative interaction, computer networks and computer-mediated communication, and design issues in supporting collaborative learning. There are three main themes. One is that research on collaborative learning should focus on the processes involved in successful peer interaction. Another is the importance of organizational aspects of setting up and maintaining collaborative use of computers for learning. The third is that different design issues are implied by synchronous or real-time as opposed to asynchronous use of distributed computing. This volume in the NATO Special Programme on Advanced Educational Technology focuses on four main areas: peer interaction and learning, cognitive models of collaborative interaction, computer networks and communication, and design issues.
Content:
Front Matter....Pages I-X
Front Matter....Pages 1-1
Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies....Pages 3-22
Small Group Collaborative Discovery Learning from Hypertext....Pages 23-38
Peer Interaction and Writing: The Process of Revision....Pages 39-50
Computer Support for the Collaborative Learning of Physics Concepts....Pages 51-68
The Construction of Shared Knowledge in Collaborative Problem Solving....Pages 69-97
Front Matter....Pages 99-99
Learning Network Design: Coordinating Group Interactions in Formal Learning Environments Over Time and Distance....Pages 101-123
Computer Supported Collaborative Learning in a Multi-Media Distance Education Environment....Pages 125-143
Distance Learning and Computer-Mediated Communication: Interactive, Quasi-Interactive or Monologue?....Pages 145-161
Front Matter....Pages 163-163
Educational Practice Within Two Local Computer Networks....Pages 165-182
Technology’s Role in Restructuring for Collaborative Learning....Pages 183-199
Front Matter....Pages 201-201
The Negotiation of Dialogue Focus: An Investigation of Dialogue Processes in Joint Planning in a Computer Based Task....Pages 203-222
Computational Modelling of Constructive Interaction: Relaxing the Mutuality Hypothesis....Pages 223-243
Designing Human-Computer Collaborative Learning....Pages 245-264
Front Matter....Pages 265-265
Issues in Computer Supported Collaborative Learning....Pages 267-281
Designing Computer Support for Collaborative Learning....Pages 283-297
Back Matter....Pages 299-310
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