Computer-Supported-Collaborative-Learning (CSCL) Tools Research Proposal by Champ

Computer-Supported-Collaborative-Learning (CSCL) Tools
A research study on the impact that computer-supported-collaborative-learning (CSCL) tools have on the teaching of history.
# 98606 | 15,030 words | 108 sources | APA | 2007 | US

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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
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
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. "

Sample of Sources Used:

  • Anderson, T. (2004). Towards a theory of online learning. Retrieved October 02, 2006 from
  • Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking:
  • Bain, R. et al. (1982). Re-Enacting the past: using R.G. Collingwood at the secondary level. The History Teacher, 15(3), 329-343.
  • Bannon, L. (1989). Issues in Computer Supported Collaborative Learning. Retrieved October 02, 2006 from
  • Barcan, A. (1999). History in decay. Quadrant. Retrieved October 18, 2006 from

Cite this Research Proposal:

APA Format

Computer-Supported-Collaborative-Learning (CSCL) Tools (2007, October 07) Retrieved May 08, 2021, from

MLA Format

"Computer-Supported-Collaborative-Learning (CSCL) Tools" 07 October 2007. Web. 08 May. 2021. <>