Student' Strategic Actions in Computer-Supported Collaborative Learning

Computer-Supported Collaborative Learning (CSCL) can be a powerful tool in creating learning communities in which students have a chance to construct knowledge collaboratively and to develop explanations of the subject to be studied. It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student. More evidence on the nature and quality of students' actions and strategic processes in CSCL is needed to make these models more applicable in different domains of classroom learning. The aim of this study was to analyse students' strategic actions in Computer-Supported Collaborative Learning. Eighteen secondary school students, ages 13–14 years, participated in CSCL inquiries in their literature class. The networked technology environment used was CSILE. The students had three inquiry-based CSCL projects, each lasting for six weeks. The data-collection procedures used were questionnaires, students' written computer notes and repeated process-oriented interviews. The results show the dominance of a superficial approach toward inquiry. This is evidenced by the students' fact-oriented computer notes and their self-reported, surface-level strategic actions. However, the results show a growing amount of collaborative discussion in the networked database. Collaborative networked discussions manifest an increase in deeper-level cognitive strategies and progressive student inquiries.

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