Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review
Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review
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2016-04
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通讯作者：
S. Amara;Joaquim Macedo;F. Bendella;Alexandre J. T. Santos
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作者：
S. Amara;Joaquim Macedo;F. Bendella;Alexandre J. T. Santos
简介 协作学习（CL）代表了 Dillenbourg 定义的一种基本教育方法，即“两个或更多人一起学习或尝试学习某些东西的情况”（Dillenbourg，1999）。 Henri 和 Lundgren-Cayrol (2001) 认为 CL 是一个主动的过程，在这个过程中，学习者致力于知识的建构，教师扮演学习促进者的角色，而小组则作为信息来源、激励因素、自助和相互支持的手段以及集体知识建构的首选互动场所来参与。许多研究人员证明了 CL 如何有助于改善学习者的认知、心理和社会发展（Dillenbourg，1999；Zurita 等，2005）。信息和通信技术的发展导致了电子学习的出现。它是一种主要基于使用计算机构建和传递知识的学习。随后，教育研究人员开始研究如何从这一技术发展中受益，以改进华文教学法。结果，自 20 世纪 90 年代末以来，协作学习的一个新分支出现了，称为计算机支持的协作学习 (CSCL)。此外，无线通信和移动技术的快速发展催生了一种新的学习形式，即移动学习。它允许学习者通过使用移动设备（PDA、平板电脑、智能手机等）随时随地、在正式或非正式场所进行学习。因此，CL 在移动环境和现实世界环境中成为可能。因此，移动计算机支持的协作学习 (MCSCL) 代表了一种正在得到广泛应用的 CL 新范式。大量已建立的 MCSCL 项目证实了这一现实（Yatani 等人，2004 年；Zurita 等人，2005 年；Boticki 等人，2011 年；Huang 等人，2014 年）。另一方面，形成有效的学习小组是决定CL效率的重要因素之一。根据（Dillenbourg，2002），研究表明任何成功的 CL 都需要三个关键条件：任务特征、沟通媒体和小组组成。许多研究人员在文献中证实了学习小组形成（LGF）过程的重要性（Huang & Wu，2011；Webb 等，1998）。然而，学习者的社会、文化、心理和认知的多样性使得组建合适的学习小组成为一项艰巨且耗时的任务。尽管 MCSCL 代表了一个多学科研究领域（例如心理学、教育学、计算机科学），并且尽管 LGF 过程在成功 MCSCL 活动中很重要，但迄今为止还没有努力分析该主题的研究状况。因此，本文采用系统文献综述 (SLR) 方法回顾了针对 MCSCL 中 LGF 主题的研究。该 SLR 提供了关于用于形成学习小组的标准、如何手动或自动收集和使用这些标准、如何支持学习小组的动态形成、用于形成学习小组的算法以及遵循什么方法来评估所提出的方法的明确信息。本文分为四个主要部分。第一个展示了如何在 MCSCL 中组建小组与传统环境中的小组进行比较。第二部分描述了这项工作中使用的研究方法。然后，介绍了该 SLR 的主要发现和差距，以及进一步研究的建议。最后，给出了我们的结论。相关研究问题 本研究提出的重要问题之一是针对传统环境的 LGF 方法对于 MCSCL 是否有效。要回答这个问题，重要的是要知道 MCSCL 是否只能被视为移动设备支持的 CSCL 的扩展。 ……
Introduction Collaborative Learning (CL) represents an essential educational approach defined by Dillenbourg as "a situation, in which two or more people learn or attempt to learn something together" (Dillenbourg, 1999). Henri and Lundgren-Cayrol (2001) consider CL as an active process by which the learner is working on the construction of knowledge, the instructor plays the role of facilitator of learning, and the group participates as a source of information, as a motivator, as a mean of self-help and mutual support, and as a preferred place of interaction for collective construction of knowledge. Many researchers demonstrated how CL is useful for improving the cognitive, psychological, and social development of learners (Dillenbourg, 1999; Zurita et al., 2005). The development of information and communication technologies has led to the emergence of e-learning. It is a kind of learning based principally on the use of computers for constructing and delivering knowledge. Education researchers began then to search how to benefit from this technological evolution to improve the CL pedagogies. As result, since the late 1990s, a new branch of collaborative learning called Computer Supported Collaborative Learning (CSCL) has emerged. Furthermore, the rapid development of wireless communication and mobile technologies enabled the emergence of a new form of learning termed M-learning. It allows learners through the use of mobile devices (PDAs, tablets, Smartphones, etc.) to learn anytime and anywhere, in formal or informal places. As result, CL has become possible in mobile situations and real world environments. Hence, Mobile Computer Supported Collaborative Learning (MCSCL) represents a new paradigm of CL that is growing in use. This reality is confirmed by the big number of established MCSCL projects (Yatani et al., 2004; Zurita et al., 2005; Boticki et al., 2011; Huang et al., 2014). On the other hand, forming effective learning groups represents one of the important factors that determine the efficiency of CL. According to (Dillenbourg, 2002), studies show that three key conditions are required for any successful CL: the task features, the communication media, and the group composition. The importance of learning group formation (LGF) process is confirmed by many researchers in the literature (Huang & Wu, 2011; Webb et al., 1998). Nevertheless, the social, cultural, psychological, and cognitive diversities of learners make the operation of forming suitable learning groups a hard and time-consuming task. Although MCSCL represents a multidisciplinary research field (e.g., psychology, education, computer science), and although the importance of LGF process in succeeding the MCSCL activities, there is until date no effort to analyse the state of research on this topic. Thus, this paper reviews the studies addressing the topic of LGF in MCSCL using a systematic literature review (SLR) methodology. This SLR provides explicit information on what criteria are used for forming learning group, how to manually or automatically collect and use these criteria, how to support the dynamic formation of learning groups, what algorithms are used to form learning groups, and what methods are followed to evaluate the proposed approaches. The paper is organised in four main parts. The first one shows how forming groups in MCSCL is compared to that of traditional environments. The second part describes the research methodology used in this work. Then, the main findings and gaps from this SLR, together with recommendations for further research are presented. Finally, our conclusions are provided. Related research problem One of the important questions raised in this research is whether the LGF approaches addressing the traditional environments are effective for MCSCL. To answer this question, it is important to know if MCSCL can be considered as only an extension of CSCL supported by mobile devices. …