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Human Support in CSCL

What, for Whom, and by Whom?

  • Chapter
What We Know About CSCL

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 3))

Summary and Conclusion

This chapter reflected on the notion of human support in CSCL, discussing its relation with the theoretical notions of the zone of proximal development, internalisation and mediation from Russian psychology and its relation with the educational theories situated cognition and activity theory. The literature reviewed showed that human support is mostly regarded from the tutor’s point of view, corroborating other review results. A new way of looking at human support was suggested, taking into consideration the support CSCL participants other than tutors (e.g., students or technical experts) can give and the support that participants other than students (e.g., tutors or technical experts) can receive. Examples of types of support for each type of tutor-tutee pair were given from the literature, building upon the Ashton et al. (1999) schema of instructor support: pedagogical, social, managerial and technical. The concept of meta support for each category was introduced as well as the notion of support for interaction. Human support was discussed in relation to the CSCL characteristics of synchronous versus asynchronous, contiguous versus distributed and semiotic multi-representational versus single channel. Finally all of the implications for CSCL were summarised in general and more specifically for higher education.

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  1. K. Lund
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  1. Open University of The Netherlands, The Netherlands

    Jan-Willem Strijbos , Paul A. Kirschner  & Rob L. Martens ,  & 

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Lund, K. (2004). Human Support in CSCL. In: Strijbos, JW., Kirschner, P.A., Martens, R.L. (eds) What We Know About CSCL. Computer-Supported Collaborative Learning Series, vol 3. Springer, Dordrecht. https://doi.org/10.1007/1-4020-7921-4_7

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  • DOI: https://doi.org/10.1007/1-4020-7921-4_7

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