Affordances of computer-supported collaborative learning platforms: A systematic review
Affordances of computer-supported collaborative learning platforms: A systematic review
复制标题
计算机支持的协作学习平台的可供性：系统评价
DOI：
10.1109/icl.2014.7017846
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Russanne Hozayin
中科院分区：
文献类型：
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作者：
D. Shawky;Tamer Said;Ashraf H. Badawi;Russanne Hozayin
技术在教育中的整合是研究者和实践者所关注的问题，特别是计算机支持的协作学习（CSCL）近年来引起了人们的极大兴趣。这一领域的研究重点是基于计算机的技术如何支持和促进协作学习。因此，对技术及其在协作学习中的潜在应用的研究对于理解和解决有关技术混合学习的问题起着关键作用。在本文中，我们对不同技术驱动平台的文献进行了系统回顾，这些平台支持设计、监控，甚至激励学习者接受协作学习活动。特别是，我们根据我们的审查方案对27篇相关论文进行了详细分析。回顾结果是为了解决两个研究问题。通过对这些问题的回答，我们展示了协作学习中使用的平台或系统，以及每个平台根据社会协作学习提供的支持。总体而言，综述结果表明，虽然研究人员对这一主题进行了几项研究，但仍有研究空白需要解决。此外，值得注意的是，尽管大多数使用的平台或系统没有明确执行或支持协作学习的一些关键理论要素，但对使用的研究的分析表明，使用的工具会激励合作者遵守其中的一些要素。
The integration of technology in education is of concern to both researchers and to practitioners especially computer-supported collaborative learning (CSCL) which has gained a lot of interest lately. This field of research focuses on how computer-based technology can support and promote collaborative learning. Thus, research on technology and its potential use in collaborative learning play a key role in understanding and addressing issues regarding technology-blended learning. In this paper, we present a systematic review of the literature on different technology-driven platforms that support either the design, monitoring, or even motivates learners to embrace collaborative learning activities. In particular, we present a detailed analysis of 27 relevant papers that we identified in accordance with our review protocol. The review results are organized to address two research questions. Through our answers to these questions, we present the platforms or systems that have been used in collaborative learning and the affordances provided by each platform in accordance to social collaborative learning. Overall, review results indicate that while researchers have conducted several studies on this topic, there are still research gaps that need to be addressed. In addition, it was noted that although most of the used platforms or systems do not explicitly enforce or support some of the key theoretical elements of collaborative learning, analysis of the used studies reveals that collaborators are motivated by the used tools to be compliant with some of these elements.