Abstract
This research study focuses on understanding the impact that the use of computer-supported-collaborative-learning (CSCL) tools have on the outcomes relating to the critical thinking skills of the student and the attitude that the student has toward the study of history as well as the achievement of the student in history class. This paper makes a general assessment of the impact that CSCL tools have on the development of the student's critical thinking in history education. More specifically, this research provides a cognitive map where future research efforts can be drawn so that the use of technology such as the CSCL tool will be facilitated during learning in history education. The research also specifically examines the extent of the effectiveness of scaffolding critical thinking process using a CSCL tool along with primary sources, to engage secondary school students in studying history.

Table of Content:
Problem Statement - History Education in schools
Dialogic Approach for Critical Thinking Lessons in History
Argumentation as a Dialogic Approach in History Education
Dialogic approach via Computer-Supported Collaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study
Introduction
Literature Review
Argumentation Defined
Three Perspectives of Argumentation
Argumentation - Role in Problem-Solving
Three Perspectives of Argumentation
Argumentation Role in Problem-Solving
Argumentation through Computer Supported Collaboration
Literature Review of CSCL
Online Learning Model
Assessment of Online Learning
Emergence of Theories of CSCL
Scaffolding with CSCL Tools
Tools for Collaboration
Effects of CSCL on Learning and Achievement
Advances in Computer Supported Collaborative Learning
Summary of Literature Reviewed
Research Design
Research Questions
Research Approach
Data Sources, Collection and Analysis
Schedule for the Research
Proposed Schedule and Procedure
Appendixes
Pre-Test Survey/Questionnaire
Post-Test Survey/Questionnaire

From the Paper
"Despite the effectiveness of rubrics in assessing students' learning, developing an adequate rubric for a given course discussion requires time and multiple revisions. Primary consideration in developing a discussion, grading rubric identifies and establishes the goal or goals of the discussion. For example, some instructors want to use on-line discussion to help students learn argumentation techniques, whereas others might be more interested in students coming to consensus on a topic. Evidently different assessment rubrics would be needed to encourage each. "

Tags:thinking, attitudes, evaluative, case, rubric

Abstract
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)."

Tags:education, knowledge, virtual, community

Abstract
This paper proposes a research project to evaluate the statement that cooperative work groups (CWG) cannot produce the desired results if technology and advanced electronic and similar teaching tools are not accessible to students in a computer-supported-collaborative-learning (CSCL)environment. Since CWG was initiated in the 1970s, the author relates a literature review to update knowledge of this teaching method and philosophy including it strength and weaknesses and its relationship to CSCL. The paper includes a discussion of research methodology and its application to this project.

Table of Contents:
Introduction
Research Questions
Significance of the Study
Literature Review
Cooperative Work Groups
Designing and Implementing Cooperative Work Groups (CWG)
Instruction of the Interpersonal Abilities
Constructive Inter-reliance
Individual Responsibility
Group Management
Preparing a Component of CWG
The Execution of a Successful CWG
Computer Supported Collaborative Learning (CSCL)
Use of CSCL in the Modern Classrooms
POSITIVE IMPACT of CSCL on Both Students and Teachers
Implications of CSCL Strategies on Student Performance
Implications of CSCL Strategies on Student Attitude
Implications of CSCL Strategies on Student Satisfaction
Certain Limitations of Using CSCL in Modern Classrooms
Concluding Remarks for Literature Review
Methodology
Research Philosophy
Research Approach
Research Type and Time Line
Data Collection Methods
Qualitative and Quantitative Method
Qualitative and Quantitative Validity
Research Design
The Hypotheses
Sampling Strategy
Data Analysis
Qualitative Data Analysis
Quantitative Data Analysis

From the Paper
"The foundation of the social interdependence principles lies in the belief that the phenomenon of cooperation is an aftermath of the positive ideas and approach of students towards the completion of a similar goal. Kurt Koffka, a psychologist form Gestalt, in his analyses early in the 1900s explained that while the groups of students are vibrant and energetic, the interdependence between the group members is diverse and inconsistent. Kurt Lewin (1948) explained that that interdependence created from having similar objectives becomes the sole reason of existence for the group and allows that group to act as a "dynamic whole"."

Tags:components, social interdependence, constructive inter-reliance, sampling, regression analysis

Abstract
In this article, the writer explains that CSCL offers a unique opportunity to engage learners in the study of history and to animate historical information enhancing learning and acquisition of knowledge for the learners. This study is designed to provide information concerning the underlying nature of scaffolding strategies in computer-supported collaborative learning. The writer discusses how scaffolding based on CSCL can deliver exceptional results in enriching students with more valuable educations than merely memorizing dates, names, locations, and other mechanized forms of knowledge that will not help them become critical, discerning thinkers in the future. The writer concludes that ultimately the need is to position history as a subject that has a very high level of vitality associated with it, one that has the potential of revolutionizing their perspective and view of the world by contributing entirely new frameworks and analytical constructs by which students can make sense of a rapidly changing world.

Outline:
Problem Statement -History Education in Singaporean Schools
Dialogic Approach for Critical Thinking in History Lesson
Argumentation as a Dialogic Approach in History Education
Dialogic Approach via Computer-Supported Collaborative Argumentation
Purpose of the Study
Research Questions
Significance of the Study

From the Paper
"Another approach which Wright (2002) has mentioned is that of infusion. In this approach, critical thinking is incorporated into different subject matters in various ways. Existing lesson plans are being restructured in many subject areas to incorporate critical thinking. Means have also been developed so that any subject matter can be given a critical thinking focus. Also, integration of critical thinking into history materials is one of the ways by which infusion was done by the proponents of the method. The disadvantage however is that with the infusion method, the teaching of critical thinking loses sensible sequence or coherence because of a little of everything is taught and therefore the student does not learn how to have a mastery of a particular subject. Also, to be able to work out infusion effectively, there should be an efficient coordination between social studies teachers and teachers of other subject areas so that the basics of critical thinking would be all covered in an intelligent way."

Tags:critical, thinkers, scaffolding, training

Abstract
This research proposal paper discusses online learning management systems. It suggests that the combining of pragmatic and proven theoretical concepts that lead to long-term retention of knowledge are possible through the use of learning management systems frameworks. The paper focuses on the computer supported collaborative learning (CSCL) model and how it assists learning.

Table of Contents:
Literature Review
Research Design and Methodology
Data Gathering

From the Paper
"In addition to CSCL being the independent variable that is tracked through a test/re-test methodology for its effects on learning, the two dependent variables in this study will also be measured and tested for statistical significance. The first is students' attitude toward the study of the specific subject of interest measured by questionnaires designed by the researcher. These questionnaires looked at factors such as students' perception of their achievement in the specific study area and students' attitude toward learning the subject after using CSCL. The second dependent variable is the students' achievement in the subject of interest as measured by their pre- and post-test results. Through both pre-and post-class testing these two dependent variables will be measured and introduced into the statistical analysis at the conclusion of the analysis."

Tags:knowledge, retention, student, teacher

Abstract
This paper describes, analyzes and evaluates a school program about teaching critical thinking skills through the history class. It further discusses using the CSCL tool, a Tablet PC- or a Notebook- based classroom interaction system can be harnessed to enhance the argumentation process. The teacher is able to collect and review students' work in real time, incorporating selected students' answers into the discussion. The paper posits that the application of technology as illustrated in this work can bring similar benefits to the instruction in other disciplines. Various scholars are cited that address the importance of critical thinking skills in education and their specific application to teaching history. Then, the paper describes the design of this study, which includes detailing the CSCL software tool. Research questions and the approach are listed along with the questionnaire that was used in the study. The answers to this questionnaire are evaluated and the paper concludes by summarizing the effectiveness of the CSCL instrument.

Outline:

Research Questions
Introduction
Method
Sample
Design
CSCL Tool
Research Questions
Research Approach/Procedure
Schedule for the Research
Pre- and Post-Study Questionnaire Responses for Group A (n=20)
Pre- and Post-Study Questionnaires Responses for Group B (n=140)
Findings for Research Question 2
Conclusion

From the Paper
"The method employed in this study is an experimental static-group comparison design, which will be used in the assessment of the effectiveness of the CSCL tool in the development of students' critical thinking skills in the subject area of history. The length of this study will be one semester (20 weeks). A questionnaire and test will be administered during pre- and post-study. The researcher and teachers will further, through observations, evaluate the study. The data generated will be used for analysis in answering the questions that this research posed."

Tags:problem-solving, critical thinking, CSCL software, history education

Abstract
This paper discusses the relationship between the knowledge configuration and the buildup of cognitive skills, particularly critical thinking skills. It discusses the bridge that needs to be formed between what the students already know and how this prior knowledge can help them understand and use the latest and emerging topics in the field. It also looks at the use of interactive mechanisms that can relate the theoretical comprehension and the practical use in interaction of these theories.

Table of Contents:
Introduction
Using Solo-User Programs In Collaborative Environments
Using Collaboration Process For Learning
Using Networking Tools For Collaborative Learning
Using LAN Systems For Collaborative Learning
Using Electronic Mails For Collaborative Learning
Using Internet For Collaborative Learning
Combining Multi-Program Systems For Collaborative Learning
Synthesis Of Research On CSCL
Using CSILE For Enhancing Critical Thinking Skills
Using Belvedere For Enhancing Critical Thinking Skills
Using CoVis For Enhancing Critical Thinking Skills
Using Telecomunicando For Enhancing Critical Thinking Skills
Conclusions

From the Paper
"Computer Supported Collaborative Learning is very much related to the advancements and modifications in the approach towards education and teaching. We have discussed how some researchers highly favor the CSCL mechanism and have carried out studies that have made it come across as the most efficient ridge between education and technology. The two most important factors supporting CSCL are that it was the first to initiate the use of computer technology to improve the value of education and broaden the spectrum of the social interaction of students as well as teachers. All computer based programs that that were designed for individual improvement also proved to be useful in group dynamics. Also, when the computer-based programs offer the students and the teachers the opportunity to work in group dynamics through networks or public databases or internet conferencing, the growth and enhancement of the social interaction and understanding does become more apparent. Networking also helps the students and the teachers to indulge in joint ventures and constantly design and construct more and more educational as well as scientific theories, inquiries, tactics, etc (Jarvela et al, 1999)."

Tags:CSCL, comprehension, interaction

Abstract
This paper explains that, in the current school financing system of decentralized decision making authority, districts are responsible for raising money to provide education in their own locality. Next, the author reviews five criteria that can help school administrators improve their overall financial management structures such are the concepts of site-based management (SBM), systems setups, communication across the components of the school, use or incorporation of technology and cooperative work groups (CWG) and computer-supporter collaborative learning (CSCL). The paper justifies the importance of these five criteria on the basis of their need and their impact in the overall student performance and financial management.

Table of Contents:
Introduction
Site-Based Management and Current Financial Setups in Schools
Systems Theory and the Current Schooling System
Communication in Current School Setups
Technology, Cooperative Work Groups and Schools
Current Schools Setup and Computer-Supported Collaborative Learning (CSCL)
Conclusion

From the Paper
"The foundation of the social interdependence principles lies in the belief that the phenomenon of cooperation is an aftermath of the positive ideas and approach of students or stakeholders towards the completion of a similar goal. Kurt Koffka, a psychologist from Gestalt, in his analyses early in the 1900s explained that while the groups of people are vibrant and energetic, the interdependence between the group members is diverse and inconsistent. Kurt Lewin (1948) explained that that interdependence created from having similar objectives becomes the sole reason of existence for the group and allows that group to act as a "dynamic whole". Everything stays connected and communicated so change in one area affects or causes a change in the entire structure of the group.
"The principle of cognitive development allows collaboration to exist side by side with intellectual development. Cognitive growth is mainly an aftermath of the understanding of the different point of views that each individual in a group has. This understanding is important if the group wants to attain any of their group objectives. With respect to the Piagetian theory, the teamwork and collaboration of the students or stakeholders within a specific setting leads to constructive socio-intellectual contests or discussions that result in cognitive dis-equalities and imbalances which causes the creation of understanding different perceptions and intellectual growth."

Tags:decentralized., decision-making power, community members, cooperative work groups, dialogic technique

Abstract
The study examines the extent of the effectiveness of the scaffolding critical thinking process, using a computer-supported collaborative learning (CSCL) tool along with primary sources to engage secondary school students in studying history. The paper explains that using this method, the teacher provides the student with some type of assistance to complete a task or learn a concept. Gradually, the "scaffold" is removed until the student is doing it on his or her own. The study refers to literature in two areas; the rapidly growing research base supporting the use of critical thinking in the history classroom and the commentary related to the use of the CSCL tool in the scaffolding critical thinking process.

Outline:
Objective
Statement of the Problem
Purpose of the Study
Introduction
Research Questions
Significance of the Study
Review of the Literature
Overview of Methodology
Results of the Study

From the Paper
"The work of Gibson and McKay states that: In today's technologically driven society information has taken on a new importance as a commodity (Diem, 1997). The endless, rapid flood of information and disinformation is causing a great deal of confusion and frustration; those who are ill equipped to handle the information overload run the risk of falling behind those who have embraced the latest computer technologies (Titus, 1994) More and more pressure is being placed on schools to ensure mastery of technological skills essential to survival in this new society."

Tags:scaffolding, technology, intelligence, skills

Abstract
In this study, the researcher aims to highlight the academic practices that school teachers will need to adopt in order to design effective teaching programs and distinguish talented and gifted students. The study explores the effectiveness of teaching techniques using modern educational technology such as computers and Internet, specifically, the practices of computer-supported collaborative learning (CSCL), dialogic instruction method, argumentation, critical thinking skills development and scaffolding. The paper provides a detailed introduction to the study, an exhaustive literature review and a description of the methodology that will be utilized. This paper includes figures.

Outline:
Chapter 1: Introduction
Chapter 2: Literature Review
Conclusion
Chapter 3: Methodology

From the Paper
"In the last 15 years online learning, along with the use of CSCL tools and development of critical thinking skills, has grown immensely not only practically but also scholarly as it has attracted a great deal of attention from researchers. Opinions about CSCL particular as part of online learning have ranged from being effective and efficient to being a complete failure. Almost everyday, reports are being published, which give either a positive angle or negative angle of online learning. Majority of these reports refer to either students or faculty who have been either surveyed or interviewed. It is important to note that research methods and designs of these research reports lack clarity. Most of them fail to make a distinction between text-based CSCL online learning tools and non-text-based CSCL online learning tools. Also majority of these research studies use either synchronous or asynchronous online media. Also, little emphasis is given to student-student and teacher-student communication and use methods that merely place learning materials on the website and utilize individual e-mail coursework, devoid of any two-way learning endeavor or establishment of a class of intermingling students (Allen & Seaman, 2003; Alavi & Leidner, 2001).
"It is highly likely that the phenomenon of online learning will continue to be victimized by reports which utilize questionable research methods and designs with little or no theoretical frameworks (Allen & Seaman, 2003; Alavi & Leidner, 2001). Claims and counterclaims will continue to linger unless empirical researches are carried out and put to rest the confusion persisting not only amongst general public but also amongst the scholarly community."

Tags:computer-supported, collaborative, learning, dialogic, instruction, argumentation, critical, thinking, scaffolding