The need for a paradigm shift in CSCL tools

The major focus of computer-supported collaborative learning (CSCL) in the last decade was to enhance collaboration between learners and teachers and among learners. In this regard, several tools have been introduced, both commercial and in academia. For a CSCL tool to be able to support collaborative learning tasks effectively, several factors should be taken into consideration. This makes the process of designing an effective CSCL tool a challenging one. Among the factors that should be effectively tracked and modeled is the distributed cognition (DCog). DCog represents how collaborators interact with each other, and with their environment. It is of great importance in shaping the product of the learning process, which is collaborative knowledge. Knowledge itself is also a time-varying output, which should be affected by and, at the same time, affecting the DCog. This complicated relationship between the two phenomena adds more challenges to the process of designing an effective CSCL tool.

[1]  James D. Hollan,et al.  Distributed cognition: toward a new foundation for human-computer interaction research , 2000, TCHI.

[2]  Karen Swan,et al.  Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses , 2001 .

[3]  Daniel D. Suthers,et al.  Computer-supported collaborative learning: An historical perspective , 2006 .

[4]  Ganesh D. Bhatt,et al.  Knowledge management in organizations: examining the interaction between technologies, techniques, and people , 2001, J. Knowl. Manag..

[5]  Gerry Stahl,et al.  A Model of Collaborative Knowledge Building , 2006 .

[6]  Y. Rogers.  A brief introduction to Distributed Cognition , 1997 .

[7]  Doaa Shawky,et al.  Affordances of computer-supported collaborative learning platforms: A systematic review , 2014, 2014 International Conference on Interactive Collaborative Learning (ICL).

[8]  Ann L. Brown,et al.  Guided, Cooperative Learning and Individual Knowledge Acquisition , 2018, Knowing, Learning, and Instruction.

[9]  Doaa Shawky,et al.  Identifying knowledge-building phases in computer-supported collaborative learning: A review , 2015, 2015 International Conference on Interactive Collaborative Learning (ICL).

[10]  R. Pea.  Learning scientific concepts through material and social activities: Conversational analysis meets conceptual change. , 1993 .

[11]  Allan Collins,et al.  Cognitive Apprenticeship and Instructional Technology , 1988 .

[12]  E. Hutchins.  Cognition in the wild , 1995 .

[13]  Marlene Scardamalia,et al.  A Brief History of Knowledge Building , 2010 .

[14]  Gerry Stahl,et al.  Learning across levels , 2013, International Journal of Computer-Supported Collaborative Learning.

[15]  Marlene Scardamalia,et al.  An Architecture for Collaborative Knowledge Building , 1992 .

[16]  野中 郁次郎,et al.  The Knowledge-Creating Company: How , 1995 .

[17]  M. Cole.  A cultural-historical approach to distributed cognition , 1993 .

[18]  David S. Porcaro,et al.  Reviewing the literature of computer-supported collaborative learning (CSCL) to determine its usefulness in Omani education development. , 2011 .

[19]  A. King.  Transactive Peer Tutoring: Distributing Cognition and Metacognition , 1998 .

[20]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[21]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .

[22]  T. Rocklin,et al.  The Distribution of Distributed Cognition: Multiple Interpretations and Uses , 1998 .

[23]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[24]  James D. Hollan,et al.  Opportunities and Challenges for Augmented Environments: A Distributed Cognition Perspective , 2009 .

[25]  I. Nonaka,et al.  How Japanese Companies Create the Dynamics of Innovation , 1995 .

[26]  D. Perkins,et al.  Individual and Social Aspects of Learning , 1998 .

[27]  Jae-Shin Lee,et al.  Factors Affecting Information Seeking and Evaluation in a Distributed Learning Environment , 2011, J. Educ. Technol. Soc..