The Instructor’s Role in Computer Supported Collaborative Learning

A central theme of this chapter is the following: to better understand the role of the teacher within a computer-supported collaborative learning (CSCL) environment, it is necessary to better conceptualize the CSCL construct. Toward this goal, this chapter will examine similarities and differences between cooperative and collaborative learning. Next, CSCL will be examined in the context of cooperative and collaborative learning, and a brief history of CSCL will be provided. It is argued that there has been a lack of definitional and conceptual clarity among these learning constructs—this has resulted in the conflation between cooperative learning and CSCL, as well as a continued focus on individual learning, as opposed to “group mind”-like constructs. It is hoped that better conceptual clarity about CSCL will provide a renewed understanding of the role of the teacher within a CSCL environment. oVerVIew Zaccaro, Ardison, and Orvis (2004) developed a model for computer-supported collaborative learning (CSCL) where group characteristics mediate the relationship between instructor processes and individual learning. In this model, individual learning is the outcome variable, and it is assumed (or implied) that the primary purpose of the collaborative environment is individual learning; that is, through the social collaborative process—instructor-driven and computer mediated—individuals acquire knowledge and a deeper understanding of material than if they worked alone (Deatz & Campbell, 2001; Orvis & Lassiter, 2006). However, Orvis and Lassiter (2006) acknowledge that providing the opportunity to collaborate will not necessarily result in collaborative actions, particularly if the socioemotional processes are ignored. Moreover, it is suggested that the acquisition of knowledge in