HOW TO SUPPORT COLLABORATIVE LEARNING IN WEB-BASED LEARNING ENVIRONMENT?

Collaborative learning is one of the current approaches when discussing qualitative learning. Learning research has indicated that collaboration can lead to deeper understanding of new knowledge among learners. However, collaborative learning is not easy and it needs to be supported. Otherwise collaborative learning may fail, e.g., to stay on a superficial level [15]. Web-based learning environments are one commonly used and effective way to support collaboration. This paper explores the forms of tutoring in the context of computer-supported collaborative learning (CSCL). The data (N=100) has been collected from the international virtual course for higher-education students. The data consists of students’ interviews, online questionnaires, learning-diaries, discussion notes and log-data in technology-based learning environment. Data analysis is carried out mainly with qualitative data-driven content analysis [e.g. 2]. The results have been illustrated with examples from ECSUTonline course (ECSUT – Educational Challenges and Solutions in Using ICT). The course has been implemented in the framework of Socrates Comenius 2.1-project. The ECSUTcourse offered European teachers possibilities to collaborate and jointly find ideas how to use pedagogically ICT in teaching. Based on these preliminary results it can be concluded that in CSCL -context the role of social tutoring is essential. Generally, the students experienced that tutor’s role is central in “holding the group together”. This includes activities like supporting grouping, especially in the beginning of the course and making group’s common goal more clear and visible to the students. Surprising notice is that students didn’t highlight tutor’s role as information giver. Also the managerial scaffolding was considered important.