Design of pedagogically sound collaborative learning (CL) activities is a complex task, but necessary if the goal is to support learning. Through the design of CL scenarios, a designer can define structures that increase the chance for learning to occur. It means that the effectiveness of the collaboration depends on the transformation of the designer’s intentions into elements that will consti...

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group per...

With the rapid development of Facilitated Collaboration in Collaboration Engineering field, there are more and more applications of Computer Supported Collaborative Learning (CSCL) in the university undergraduate education worldwide. Collaborative team realized the significance of using collaborative technology and Facilitated Collaboration methods to improve working efficiency. In this paper, ...

This article develops an organizational view of the roles and impacts of e-collaboration. Drawing upon the dynamic capabilities perspective, e-collaboration is conceptualized as a changeoriented capability that enables a firm to identify, integrate, and apply its knowledge assets to meet competitive demands. Therefore, e-collaboration potentially has three organizational roles— coordination, le...

This paper addresses the problems of engagement, interaction and collaboration in distributed web-based learning. It reviews, treats and discusses these problems from the learning theoretical perspective of communities of practice as presented by Etienne Wenger (Wenger 2000), with reference to past and future web-based designs. Finally, the paper suggests the concept and principled design of vi...

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners....

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners....

Collaboration is a frequently used term in current educational debates. However, the nature of collaboration and the possibilities it offers are often assumed among practitioners. Where it is dealt with as problematic, this tends to be at the operational level (Hargreaves 1992; O’Neill 2000). In this paper I argue that the process of collaboration is more complex than it may initially appear, a...

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furt...

12 Abstract Collaboration scripts facilitate social and cognitive processes of collaborative 13 learning by shaping the way learners interact with each other. Computer-supported 14 collaboration scripts generally suffer from the problem of being restrained to a specific 15 learning platform. A standardization of collaboration scripts first requires a specification of 16 collaboration scripts th...