Floor Control in Complex Synchronous CSCL Environments

Underlying Factors of Sense of Community in Asynchronous Computer Supported Collaborative Learning Environments

Computer Supported Collaborative Learning (CSCL) incorporates collaborative learning activities and communication between participants and among groups via networked computers, where interactions can be synchronous or asynchronous (Naidu & Ja ̈rvela, 2006). The ubiquitous characteristic of CSCL environments, combined with their interactive group learning capabilities is becoming more and more im...

Knowledge construction through CSCL: Student elaborations in synchronous, asynchronous, and three-dimensional learning environments

Transparent latecomer support for web-based collaborative learning environments

In this paper we examine the problems of synchronous collaboration of users in web-based learning environments. It is a strong challenge to develop efficient synchronous groupware systems which provide transparent collaboration of existing applications whereas participants may start at different points in time. Existing collaboration systems either provide transparency or the accommodation of l...

Determining Sociability, Social Space, and Social Presence in (A)synchronous Collaborative Groups

The effectiveness of group learning in asynchronous distributed learning groups depends on the social interaction that takes place. This social interaction affects both cognitive and socioemotional processes that take place during learning, group forming, establishment of group structures, and group dynamics. Though now known to be important, this aspect is often ignored, denied or forgotten by...

Enhancing pair learning of pupils with cognitive disabilities: structural support with help of floor control

Computer-supported collaborative learning has the potential to be an effective learning method for pupils with cognitive disabilities, but there is just little research in this area. A computer-supported environment offers several possibilities to handle the specific demands of this target group, for example, by structuring the learning situation with Floor Control. Floor Control explicitly str...