An examination of the challenges and potential benefits of using computer supported collaborative learning (CSCL).
Written in 2008; 9,387 words; 53 sources; APA; $ 193.95
Paper Summary:
This paper is a literature review which concentrates on the role of dialogic argumentation and it's paradoxical effects on generating higher levels of collaboration in both CSCL and CSA-based (common service architecture) online environments. The paper explains that dialogic argumentation has proven to be highly effective in teaching students how to be more capable of generating abstract thought and also taking historical constructs into the formation of entirely new reasoning and interpretation frameworks. The paper also points out that the use of scaffolding within CSCL teaching strategies has the potential of strengthening personalized learning strategies in addition to being a catalyst for more students gaining greater understanding of abstract concepts, thereby becoming more critical thinkers as a result. The paper then looks at the role of technology as an enabler of CSCL platforms and its influence on students' performance, motivation, and attitude.
Outline:
Introduction
Defining CSCL Learning Strategies Using Dialogic Argumentation
Developing Dialogic Argumentation as a Learning Strategy
Computer-Supported Collaboration Argumentation (CSCA) Effectiveness
The Paradox of CSCL Teaching Strategies: Argumentation Creates Collaboration
Creating Personalized Learning Strategies Using Scaffolding with CSCL Tools
Technology's Role as an Enabler of CSCL and Online Teaching Strategies
Implications of CSCL Strategies on Student Performance
Implications of CSCL Strategies on Student Attitude
Implications of CSCL Strategies on Student Satisfaction
Assessing CSCL Effectiveness as a Teaching Strategy
Summary
From the Paper:
"In the study the research issues of whether education was significantly contributing to the development of constructed-based learning in students showed that the attainment this level of academic performance was the exception versus the rule. The study began with the concept of students being able to understand the causal factors that lead to a more thorough understanding of history and its concepts. Dialogic approaches to teaching history need to include the how and why things happened in the past, identify what information is reliable, reflect on the information and make sound conclusions (Gagnon, 1989)."
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