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13th International Conference on computer supported Education (CSEDU)

作者： Sol, Ricardo Santos, Elci Alcione Reis, Manuel C. Pereira, Lucas ITI LARSyS Polo Cient & Tecnol Madeira Floor 2 P-9020105 Madeira Portugal Univ Madeira Fac Exact Sci & Engn Madeira Portugal Univ Tras Os Montes & Alto Douro Dept Engn Vila Real Portugal

ISBN: (纸本)9789897585029

The objective of this paper is to present the current evidence relative to the effectiveness of computer supported collaborative learning as a pedagogical tool in teaching programming. A systematic literature review in the IEEE Xplore, Web of Science, and ACM Digital Libraries was performed with studies that investigated factors affecting the effectiveness of computer supported collaborative learning for students learning programming and studies that measured the effectiveness of computer supported collaborative learning for students learning programming. Twelve papers were used in the analysis. The results showed that the object oriented programming languages are the ones that have been most frequently adopted by educators who use computer-supported collaborative learning as tools to teach programming, that course critique surveys and questionnaires are the most frequently reported methods used to assess the effectiveness of computer-supported collaborative learning interventions, and that the amount of participants who have taken part in research to evaluate the value of computer-supported collaborative learning in teaching programming varies notably between studies. Finally, in total, 83.3% of the included papers report that computer supported collaborative learning is an effective teaching tool and can help programmers in their studies.

关键词： computer supported collaborative learning Programming Educational Technology Reviews

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computer supported collaborative learning: Strengths and weaknesses

Computer Supported Collaborative Learning: Strengths and wea...

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International Conference on computers in Education

作者： Williams, S Roberts, TS Univ Cent Queensland Bundaberg Qld 4670 Australia

ISBN: (纸本)0769515096

collaborative learning is an instructional situation in which students interact while accomplishing an academic task. collaborative learning as a theory on the whole is not a new idea (Gaillet, 1994), but the concept of computer supported collaborative learning is (Cerratto and Belisle, 1995). But what actually is computer-supported collaborative learning (CSCL) and how effective can it really be? What are the strengths and weaknesses of CSCL? How can learning, communication and interaction be encouraged? And what are the disadvantages if the interaction is not forthcoming? This paper explores these and other related issues.

关键词： computer aided instruction teaching training computer supported collaborative learning instructional situation students academic task strengths weaknesses

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computer supported collaborative learning as an Intervention for Maritime Education and Training

Computer Supported Collaborative Learning as an Intervention...

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9th International Conference on Applied Human Factors and Ergonomics (AHFE) / AHFE International Conference on Human Factors in Training, Education, and learning Sciences

作者： Sharma, Amit Nazir, Salman Wiig, Astrid Camilla Sellberg, Charlott Imset, Marius Mallam, Steven Univ Coll Southeast Norway Dept Maritime Operat Training & Assessment Res Grp Porsgrunn Norway Univ Gothenburg Unit Pedag Dev & Interact Learning Gothenburg Sweden

ISBN: (纸本)9783319938820;9783319938813

Maritime domain is one of the most high-risk industry and it predominantly employs simulator training as a means to train the prospective operators. Maritime instructors need to train students who will become future sharp end operators and interact in highly safety critical environment. One of the goals of maritime education is therefore to create relevant learning activities among the trainees which will help them not only to learn the highly contextualized/situated knowledge of work settings but who are able to work together in team demonstrating qualities such as critical thinking and leadership. Educational frameworks that take into account the unique nature of maritime domain are therefore needed to be identified. Sociocultural perspectives suggests that learning is situated in communities of practice. In order to study how people learn in practice, it is necessary to study how individuals interact with other members and the different mediational tools that are at their disposal for engagement in specific activities. In this exploratory study, we analyze the maritime simulator training through the lens of sociocultural perspective and propose computer supported collaborative learning as an intervention for maritime education and training. We describe the salient characteristics of collaborative learning and its relevance for maritime education and computer supported training. An observation study was carried out at a maritime simulator training facility. The aim is to better understand/explore the complexities of maritime simulator training and reflect on how the collaborative learning approach can be better used to support the connections of simulated learning activities and its relevance in real life maritime operations.

关键词： Sociocultural learning theory Maritime education Simulator training computer supported collaborative learning

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A Topical Review of Research in computer-supported collaborative learning: Questions and Possibilities

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computerS & EDUCATION 2025年 228卷

作者： Kaliisa, Rogers Lopez-Pernas, Sonsoles Misiejuk, Kamila Damsa, Crina Sobocinski, Marta Jarvela, Sanna Saqr, Mohammed Univ Oslo Dept Educ POB 1092 N-0317 Oslo Norway Univ Eastern Finland Sch Comp Kuopio Finland Univ Bergen Ctr Sci Learning & Technol Bergen Norway Univ Oulu Fac Educ & Psychol Oulu Finland

This study maps the evolution and state of computer-supported collaborative learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging technologies such as learning analytics, augmented and virtual reality, and artificial intelligence (AI) into collaborative learning contexts. The study uncovers a tension within CSCL between its epistemological and methodological diversity and the need for theoretical coherence. This diversity has allowed the field to adapt and innovate but raises concerns about fragmentation and the risk of losing a unified identity. For example, while scripting remains a foundational topic, debates persist on balancing instructional guidance with learner agency to foster productive collaboration. Looking ahead, the study underscores the need for CSCL to develop integrative theoretical frameworks that bridge its rich historical foundations with the challenges posed by large-scale, distributed, and technology-mediated collaboration. Addressing these challenges, such as aligning AI innovations with existing theories and ensuring cumulative knowledge-building, will be critical for the field's ability to sustain its relevance and influence in understanding collaborative learning in complex educational environments.

关键词： computer supported collaborative learning CSCL collaborative learning collaborative processes Bibliometric analysis

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Mining students activities from a computer supported collaborative learning system based on peer to peer network

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PEER-TO-PEER NETWORKING AND APPLICATIONS 2016年第3期9卷 465-476页

作者： Ji, Hyesung Park, Kinam Jo, Jaechoon Lim, Heuiseok Korea Univ Dept Comp Sci & Engn Anam 5 Ga Seoul South Korea Soonchunhyang Univ Dept Comp Software Engn Asan Chungcheongnam South Korea

As Information & Communication Technology (ICT) is rapidly evolved, educational paradigms have been changing. The ultimate goal of education with the aid of ICT is to provide customized training for learners to improve the effectiveness of their learning at anytime and anywhere. In the online learning environment where the Internet, mobile devices, peer-to-peer (P2P) and the cloud technology are leveraged, all the information in learning activities is converted into digital data and stored in the computer supported collaborative learning (CSCL) system. The data in the CSCL system contains various learners' information including the learning objectives, learning preferences, competences and achievements. Thus, by analyzing the activity information of learners in an online CSCL system, meaningful and useful information can be extracted and provided for learners, teachers and administrators as feedback. In this paper, we propose a learner activity model that represents the learner's activity information stored in a CSCL system. As for the proposed learner activity model, we classified the learning activities in a CSCL system into three categories: vivacity, learning and relationship;then we created quotients to represent them accordingly. In addition, we developed a CSCL System, which we termed as COLLA, applied the proposed learner activity model and analyzed the results.

关键词： Students activity model computer supported collaborative learning Educational data mining learning analytics P2P

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An Exploratory Study on Empathy and Online Discussions in computer supported collaborative learning 30th

An Exploratory Study on Empathy and Online Discussions in Co...

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30th International Conference on Collaboration Technologies and Social Computing (CollabTech)

作者： Theophilou, Emily Roberto Sanchez-Reina, J. Odakura, Valguima Hernandez-Leo, Davinia Univ Pompeu Fabra ICT Dept TIDE Barcelona Spain Univ Fed Grande Dourados UFGD Dourados MS Brazil

ISBN: (纸本)9783031679971;9783031679988

Empathy, the ability to understand and share the feelings of others, is integral to effective communication and social interaction. In collaborative learning environments, empathy assumes even greater significance as it facilitates idea exchange and problem-solving among students. While previous studies have explored the role of empathy in collaboration, research focusing specifically on its impact on computer-supported collaborative learning (CSCL) remains limited. Therefore, this study aims to investigate the relationship between students' levels of affective and cognitive empathy and their chat discussion behavior within a CSCL environment. An exploratory descriptive study with 188 students from Spain (N= 133) and Brazil (N= 55) (M-age = 15.7 years) examined how affective and cognitive empathy influence student's online discussion within a CSCL environment. This study provides initial insights into the relationship between empathy and online collaboration. The findings indicate a positive correlation between students' levels of Perspective Taking and messages oriented to socialization. While, groups with higher max values under cognitive and affective empathy demonstrated a positive correlation with task-oriented messages. This study provides novel insights into the emergence of empathy within CSCL environments and has implications for the design of online collaborative learning platforms and educational technologies.

关键词： computer supported collaborative learning Online Discussion Chat Empathy

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Organisational computer supported collaborative learning: the affect of context

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computerS IN HUMAN BEHAVIOR 2001年第5-6期17卷 431-437页

作者： Dobson, M Gros, B Univ Lancaster CSALT Bailrigg LA7 4YL England Univ Barcelona Dept Theory & Educ Barcelona 08035 Spain

The purpose of this introduction is to provide a brief overview of the articles in this special issue and also a framework for understanding, designing and evaluating strategies for cooperative learning in the workplace and in educational environments. The special edition is divided into two parts-Issue 1: computer supported collaborative learning in Formal Education, and Issue 2: computer supported Team and Organisational learning in Workplaces. In general, Issue 1 focuses on collaborative learning in primary and secondary schools and in the University setting. Issue 2 is meant to focus on learning in complex and often highly stressful work situations which mostly require intensive communication in groups or teams and in each case allow for learning in the wider organisation. This introduction outlines a set of themes that can be found in the following papers and traces briefly how each paper fits within each discussion. (C) 2001 Published by Elsevier Science Ltd, All rights reserved.

关键词： computer supported collaborative learning schools workplace learning formal learning activity theory technology organisations

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Representation-Driven Mixed Initiative in computer supported collaborative learning in Secondary Education 1

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17th European Conference on Technology Enhanced learning (EC-TEL)

作者： Kragten, Marco Pijls, Monique Jaspar, Emile Sprinkhuizen, Malou Bredeweg, Bert Amsterdam Univ Appl Sci Fac Educ Amsterdam Netherlands Univ Amsterdam Fac Sci Informat Inst Amsterdam Netherlands

ISBN: (数字)9783031162909

ISBN: (纸本)9783031162909;9783031162893

We investigate a computer supported approach in which pairs co-construct a qualitative representation of the dynamics of the industrial revolution in a shared workspace. A key feature of this approach concerns the use of a meta-vocabulary for representing cause-and-effect relationships that facilitates the use of a predefined norm-representation to automatically steer the collaborative learning process. In particular, it provides focus on the set of ingredients that the learners should use. Additionally, the workspace offers each learner pair information about progress and content-related support. An evaluation study was executed in a real classroom. A workbook provided information for constructing the representation and gave advise on how to approach this task together. However, most pairs took an alternative approach and divided their actions in the shared workspace in an unbalanced way. Three types of task division occurred that showed differences in the number of errors and the number of requests for support. From this result, we formulate future directions for the development of a pedagogical approach that stimulates collaborative learning with qualitative representations and the support offered by the software.

关键词： Knowledge representation computer supported collaborative learning Secondary education Systems thinking

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How research on self-regulated learning can advance computer supported collaborative learning

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INFANCIA Y APRENDIZAJE 2015年第2期38卷 279-294页

作者： Jarvela, Sanna Univ Oulu FIN-90014 Oulu Finland

learning in and for the twenty-first century requires motivational competence and effective learning strategies in individual and collaborative learning settings. Being able to strategically regulate one's own learning and that of others is a vital and increasingly important skill. Most learners are not equipped to regulate and direct their own learning or might lack the motivation to do so. Additionally, if self-regulation of learning is difficult at the individual level, it becomes even more difficult when interacting with peers and in teams, known as co-regulation and shared regulation. Fortunately, recent research has shown that regulation can be both learned and also often supported with self-regulation tools and/or environments. This paper discusses recent trends in self-regulated learning research, focusing especially on regulating learning in computer supported collaborative learning. It is concluded that today's education should help learners become aware of their strengths and weaknesses in a learning situation, so as to help them develop skills and strategies to continue to learn throughout their lives.

关键词： self-regulation computer supported collaborative learning twenty-first century learning skills autorregulación aprendizaje colaborativo asistido por ordenador habilidades educativas del siglo XXI

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Acting as Tutors in the ECSUT On-line Course - How to Promote Interaction in a computer supported collaborative learning Environment?

Acting as Tutors in the ECSUT On-line Course - How to Promot...

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1st World Conference on Information Technology (WCIT)

作者： Gorghiu, Gabriel Lindfors, Eila Gorghiu, Laura Monica Hamalainen, Tiina Valahia Univ Targoviste Fac Elect Engn 18-24 Unirii Blvd Targoviste 130082 Romania Tampere Univ Fac Educ Univ Teacher Educ Hameenlinna FIN-33101 Tampere Finland Valahia Univ Fac Arts & Sci Targoviste 130082 Romania Univ Oulu Care Serv SF-90100 Oulu Finland

Last research in learning showed that collaboration has an important role, leading to a deeper understanding of knowledge among learners. But collaborative learning is not an easy task to be implemented and it must be supported for avoiding the achieving of an only superficial level. In this respect, various instructional ideas and computer applications (including web-based learning environments) became the ways for supporting collaboration. The paper presents the importance of tutoring in order to support and enhance collaborative learning in the case of the ECSUT - Educational Challenges & Solutions in Using ICT on-line course, organized at European level in the frame of three years Socrates-Comenius 2.1 project "FISTE - A Future Way for In-Service Teacher Training across Europe" - code 118766-CP-1-2004-1-RO-COMENIUS-C21, the project partnership being composed by 7 institutions, coordinated by Valahia University Targoviste, Romania. The paper emphasizes also on some aspects and results related to the development of the ECSUT course in a particular web-based collaboration/groupware environment. (C) 2010 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Guest Editor.

关键词： computer supported collaborative learning on-line tutoring on-line course web-based collaboration environment in-service teacher training Comenius 2.1. Project

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