Computer-aided cooperative learning

With the concept of computer-supported collaborative learning (ger .: Computer-supported cooperative / collaborative learning (CSCL)) describes approaches, cooperative learning (group learning) through the use of information and communication technology support.

Cooperation end ( collaborative ) learning in groups who bring complementary experience to new knowledge in the interaction to learn each other is as of today's work - considered adequate and learning environment.

A distinction is made between situations in which the actors are distributed, i.e. H. Participate in the learning process from different locations - connected by computer networks - and those in which the actors learn together in one location (e.g. in CSCL laboratories).

Distributed learning groups need a computer-based, collaborative learning environment that gives them at least

• Access to shared material,
• the collaborative development of new materials (such as term papers or presentations),
• synchronous and asynchronous communication of knowledge as well
• enables participant administration and role assignment.

scope of application

On the basis of CSCL, technology can support cooperative learning in various areas. For example, it can offer learners the opportunity to communicate more easily with one another. Technologies that were specially developed for communication enable learners to exchange ideas and communicate with one another at any time and in any place. The most common ways to communicate are via email, discussion platforms or video conferences. In CSCL, discussion platforms are used more often than pure e-mail. Communication in CSCL ultimately also depends on how often the learners sit face to face and talk to each other.

CSCL is often already used in the educational environment. The advantages of this are the constant availability of teaching materials, the easy cooperation of the group members without the need for face-to-face meetings and the possibility of working on a project at different times.

CSCL is also often used in the sense of integrated learning . For example, computer-aided tools that promote various types of group awareness are used, particularly in online meetings . These tools differ e.g. B. to the effect that different information about the collaboration partners is displayed in the form of different visualizations.

Affordances

The potential of computer-aided technologies to facilitate group learning, can be partly their Affordanz (ger .: affordance ), also challenging character or Anbietung called traced. In the context of CSCL, affordances are understood as opportunities given to the learner to carry out certain actions or activities in the collaborative learning environment. A video conference system, for example, enables communication between partners who are in different locations. The possibilities always depend on the respective relationship between actor and object that interact. Affordance can therefore vary depending on the user situation, experience or cultural context. A video conference system enables, for example, communication between partners who are at different locations. Jeong and Hmelo-Silver propose seven core affordances for the area of ​​computer-aided group learning. According to the authors, group learning technologies should offer learners the opportunity to (1) deal with a common task, (2) communicate, (3) share learning materials or resources, (4) participate in collaborative learning processes, (5) To co-construct knowledge, (6) monitor collaborative learning processes, and (7) find or form new learning communities.

Development of common tasks

The technology should help learners to find tasks that can also be worked on together in a group, and encourage learners to discuss things through shared materials or joint multimedia activities. The learning materials can be illustrated and tested interactively in a variety of ways, particularly through multimedia technologies. However, care must be taken that the tasks are meaningful for the learners and that the use of the technology does not appear too difficult. An example of such a technology is Wikipedia , which can be used to support joint activities.

communication

The collaboration of people requires that they can communicate with each other. According to Jeong and Hmelo-Silver, computer-aided scenarios offer various approaches that depend on the design of the learning context. A distinction is made here between synchronous (e.g. video conference) and asynchronous communication (e.g. e-mail), whereby it should be noted that the latter is used more frequently. On the one hand, this is due to the greater flexibility of the type of communication, and on the other hand, it gives the learner opportunities for reflection. Technological conditions such as the bandwidth of the Internet, awareness and user-friendliness of the communication tools and the requirement for immediacy of communication (e.g. Wikipedia does not require any direct communication channels, since articles are written together) also influence the choice of communication. Furthermore, it should be taken into account whether the communication should take place 1-to-1, 1-to-several or several-to-several. Furthermore, communication requirements can change in the course of the collaboration, which should also be taken into account when selecting the appropriate communication channels. If multiple communication channels are used, seamless switching between the channels is recommended. There is an increasing trend towards offering learners multiple channels of communication so that the modality can be selected that best meets the learner's communication needs. However, it should be noted that some advantages of face-to-face communication cannot be adequately replicated in the online context. Implicit context information and non-verbal forms of communication cannot be conveyed equally in an online context.

Sharing resources

According to Jeong and Hmelo-Silver, CSCL tools can support collaborative learning processes by providing functions for sharing learning resources by making it easier for learners to organize and exchange information. In addition to simply sharing resources, CSCL tools can also allow learners to add annotations to shared resources that improve the discussion of shared content. In order to ensure that shared information is used by learners, it is also possible to use appropriate visualizations to inform learners about newly available learning resources or their providers. Examples of methods that are used to support the sharing of learning resources are chat or e-mail attachments, cloud services, or various web repositories.

Strategies for sharing using the example of Wikipedia

In Wikipedia, every registered user can share resources at any time by adding content. This can be, for example, different media files or textual and visual content on pages.

Channels to share using the example of Wikipedia

According to Hwang, Wang, & Sharples, CSCL provides learning content and resources that are specifically intended to be shared through a wide variety of databases and other repositories. In the context of Wikipedia, the Wikimedia Foundation has created a possibility by establishing various Wiki projects to make such databases available for various types of media and information. Examples include Wikimedia Commons, a free collection of image, audio and video files, or Wikidata , a wiki project for collecting data sets ( all projects of the Wikimedia Foundation ).

Structuring collaborative learning processes

When working collaboratively on a task, there are many ways in which participants participate. This can range from asking questions to criticizing and resolving conflicts. If these processes go uncontrolled, i. H. Controlled by the learners alone, this can lead to various difficulties. For example, too often unimportant topics move into the focus of the discussion or too many actions not related to the task take place. This could be caused by uncertainty as to how discussions can be started or consensus achieved. In addition, there is often more superficial information processing instead of (intensive) reflection. To avoid this effect, learning processes can be deliberately structured and thus supported. This can be implemented, for example, using certain teaching methods.

Examples of supportive teaching methods

• Group jigsaw puzzle (Jigsaw Classroom): Cooperative group work technique in which small groups work on a sub-topic and then collect their results
• Constructivist pedagogy : Concept of learning psychology, according to which the learner creates an individual representation of the world through his knowledge and classifies new knowledge into it
  • Reciprocal teaching : variant of reading in which the text is divided into sections and the content is reflected upon after each section.
  • Problem based learning
  • Collaboration scripts

The role of technology

In general, technology has two roles in structuring learning processes.

1. Creation of a learning context in which structuring is urgently needed
   • Example: Schoolchildren slipped into the role of a doctor or psychologist who was unable to meet the patient in person but via video conference and were able to hold a consultation / therapy session with the patient using a script. The script guided the students to various activities, such as B. asking specific questions or giving feedback
2. Structuring support through restrictions on possible operations (= constraints)
   • Predefined elements, such as labeled input fields and the beginning of sentences, are used for structuring and orientation, but also to remind the student of certain actions that he should carry out as part of the task. For example, it can be ensured that collaboration partners also respond to the arguments of the other or accept several points of view (e.g. by means of text boxes labeled "Argument" and "Counter argument")

Overall, however, it must also be taken into account that a higher degree of structuring of processes always goes hand in hand with a lower degree of freedom. Too much given structure may reduce the motivation of the learners or take away the scope for action. So you have to find a good balance between the freedom you want the learners to have and the amount of structure you specify.

Participation in common knowledge construction

The construction of shared knowledge, also known as co-construction, means that learning partners jointly construct a framework in which they collect relevant knowledge, build on each other's contributions and develop solution strategies together. The knowledge is interactively exchanged and passed on among the learning partners, so that the final result goes beyond a mere accumulation of the knowledge of each individual. The synergy of the exchange of knowledge in the cooperation should result in a product that contains more than the sum of all individual contributions. In order to additionally motivate the participants in the construction of knowledge, rewards can be used for group or individual performance. An example of this affordance is Wikipedia, as both common goals are pursued and are processed and discussed on a common basis. Furthermore, every change to the article and the discussion is logged and can be tracked. What Wikipedia could improve in this regard would be the native introduction of group awareness .

Monitoring and regulation of collaborative learning

Being able to monitor one's own learning processes is particularly important in the context of a computer-aided collaboration, as the learners can be in different places during the collaboration. For a successful collaboration, learners need to be able to track their own actions as well as those of their collaboration partners. This can be made possible through appropriate computerized technology so that learners are able to see what their collaborators have contributed. This may cause the learner to regulate or adapt his own behavior. Possible methods to support the monitoring and regulation of collaborative learning are, for example, visualization or group awareness tools. An example of a group awareness tool is the outreach dashboard , in which contributions and activities by contributors to articles on Wikipedia can be documented. In addition to providing support by visualizing the activities of all those involved, group awareness tools can also support the monitoring of collaborative learning processes by providing information on social or cognitive aspects. For example, learners can also use the knowledge of other participants for orientation.

Formation of groups and communities

Finding the right partner or the right group is an important basis for computer-aided collaboration. Not only can new knowledge be acquired through formed groups and communities, but existing knowledge can also be shared. This not only promotes collective knowledge, but also the individual understanding of the people taking part. The formation of groups is a challenge. Technologies (e.g. intelligent systems) can help bring collaborators together. When a group has formed, the process of group formation is not yet complete. Computer-aided collaboration in groups and communities has taken on new dimensions thanks to Web 2.0 in particular . Interactions between the participants rarely take place face-to-face, but mainly indirectly. This can be seen, among other things, in the fact that participants receive feedback but do not interact with the corresponding person, let alone know this peer.

Overview

Affordance	addressed needs / challenge	Design strategies	Examples
Joint task processing	Learners want to collaborate and need a task they can work on together	deliver rich and authentic problem context	Multimedia, simulation / modeling tool, digital artifacts (e.g. games, blog posts)
communication	Learners must be able to communicate with the collaboration partners, even when they work together remotely	synchronous vs. asynchronous communication, direct vs. indirect communication	Chat, email etc.
Sharing resources	Learners need to be able to share and reach the resources they have and find with others	Which channels should be used for sharing? What should be shared and when?	Communication technologies, data repositories (e.g. git, subversion), cloud services (e.g. Dropbox, OneDrive etc.)
Participation in productive, collaborative learning processes	The collaboration between learners should be as productive as possible	Task structuring, activity scripts	...
Participation in common knowledge construction	Learners should be able to process the contributions of others well in order to maintain a common ground and to build on the mutual contributions	Name the problem context and common goals, clarify socio-cultural norms and expectations, ...	Haptic technologies, dialogue and negotiation tools, common work areas
Monitoring and regulation of collaborative learning	Independent monitoring instead of following external scripts and requests	What needs to be monitored How can the findings from this be used for regulation?	Awareness tools, visualization tools, learning analysis
Formation of groups and communities	Easy way for learners to explore the group or community and to participate in it	Group formation, different forms of interaction	Peer review system, visualization tools, social network services

State of research

In contrast to supply-oriented e-learning , CSCL environments have so far been less explored. Problems are seen in particular in the choice of media and methods appropriate to the situation, in the creation of a common background of knowledge for the group, in the mapping of social presence in computer-aided learning environments, and in the coordination of learning groups and group activities.

Contributions from research on Computer Supported Cooperative Work ( CSCW ), didactic and learning-theoretical knowledge as well as experiences with e-learning form the framework of CSCL. In the business environment, CSCL is placed in the context of knowledge management.

discussion

Most of the research on this topic is technology related, but the general understanding of how technology supports collaborative learning has hardly been explored. Learning theories about collaborative learning mostly emphasize the key mechanisms of interaction and learning, but often the practical relevance and practicability are missing. In this context, more research needs to be done to better understand the dimensions of any affordance and also their relationships with one another. In addition, there is often no direct one-to-one assignment between affordances and technologies, as these are user-dependent. Technology should also only play a partial role in supporting any affordance, as educational and other socio-cultural supports are essential to meet the demands and challenges of collaborative learning.

Overall, it must also be taken into account that supporting processes can lead to cognitive relief on the one hand, but is always associated with a lower degree of freedom and often less success in learning. Depending on the situation, it is helpful to offer less support or even make the task more complicated in order to challenge the learner and stimulate thought. Giving the user the freedom to fail is also a strategy, as problem solving contributes to learning success in the long term. CSCL should therefore support the process of learning and not just guide the completion of tasks. Finding the right balance between support, learning and restraint becomes a challenge for CSCL researchers.

See also

• Knowledge management
• ILIAD
• Moodle
• Collaboration script

literature

• Jörg M. Haake, Gerhard Schwabe, Martin Wessner (Eds.): CSCL Compendium 2.0: Teaching and manual for computer-aided cooperative learning . Munich 2012, ISBN 978-3-486-59911-4 .
• Holger Nohr, Bianka Wänke, Isabel Esser: Computer-Supported Cooperative Learning in University Education . Stuttgart 2004, ISBN 3-936749-78-7 .
• Andrea Kienle: Integration of knowledge management and collaborative learning through technically supported communication processes . Lohmar 2003, ISBN 3-89936-079-6 .
• Udo Hinze: Computer-aided cooperative learning: Introduction to technology, pedagogy and organization of the CSCL . Münster 2004, ISBN 3-8309-1422-9 .
• Mark Sebastian Pütz: Computer-aided cooperative learning in further education - CSCL enabling model - development of a didactic model . Kovac Verlag Hamburg 2007, ISBN 978-3-8300-2982-3 .

Individual evidence

1. ^ Holger Nohr, Bianka Wänke, Isabel Esser: Computer-Supported Cooperative Learning in University Education . Stuttgart 2004, ISBN 3-936749-78-7 .
2. ^ Daniel Bodemer, Jessica Dehler: Group awareness in CSCL environments . In: Computers in Human Behavior (=  Group Awareness in CSCL Environments ). tape 27 , no. 3 , May 1, 2011, p. 1043-1045 , doi : 10.1016 / j.chb.2010.07.014 ( sciencedirect.com [accessed May 22, 2017]).
3. ↑ H. Jeong, CE Hmelo-Silver: Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? In: Educational Psychologist. 51 (2), 2016, pp. 247-265.
4. ↑ Daniel D. Suthers: Technology affordances for intersubjective meaning making: A research agenda for CSCL . In: International Journal of Computer-Supported Collaborative Learning . tape 1 , no. 3 , September 1, 2006, ISSN  1556-1607 , p. 315–337 , doi : 10.1007 / s11412-006-9660-y ( springer.com [accessed May 23, 2017]).
5. ↑ W.-Y. Hwang, C.-Y. Wang, M. Sharples: A study of multimedia annotation of Web-based materials. In: Computers and Education. 48, 2007, pp. 680-699.
6. ↑ E. Aronson, S. Patnoe: Cooperation in the classroom: The jigsaw method. Longman, New York 1997.
7. ↑ Gerd Mietzel: Pedagogical psychology of learning and teaching. Hogrefe-Verlag, Göttingen 2001, ISBN 3-8017-1436-5 .
8. ^ A. Collins, JS Brown, SE Newman: Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing and Mathematics. In: LB Resnick (Ed.): Knowing, learning and instruction. Erlbaum, Hillsdale, NJ 1989, pp. 453-494.
9. ^ N. Rummel, H. Spada: Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. In: The Journal of the Learning Sciences. 14, 2005, pp. 201-241.
10. ↑ K. Stegmann, A. Weinberger, F. Fischer: Facilitating arguments- tative knowledge construction with computer-supported collaboration scripts. In: International Journal of Computer-Supported Collaborative Learning. 2, 2007, pp. 421-447.
11. ^ D. Bodemer, J. Dehler: Group awareness in CSCL environments. In: Computers in Human Behavior. 27, 2011, pp. 1043-1045.