Skip to main content
SpringerLink
Log in

Enhancing Sociability of Computer-Supported Collaborative Learning Environments

  • Chapter
Barriers and Biases in Computer-Mediated Knowledge Communication

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 5))

Abstract

Most computer-supported collaborative learning (CSCL) environments are purely functional, that is, they concentrate on a specific pedagogy. This is not surprising since their design and use is based on educational grounds and is driven by educators, educational technologists and educational researchers. Unfortunately, these functional environments do not always enable collaborative learning because they miss social interaction, a key element in collaborative learning. One approach for stimulating social interaction is using specific pedagogical techniques that enforce collaborative learning. This chapter presents an alternative approach that is based upon an affordance framework for designing sociable collaborative learning environments. This affordance framework is materialized by devices that enhance group awareness for users of CSCL environments.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aronson, E., Blaney, N., Stephan, G., Silkes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage Publications.

    Google Scholar 

  • Begole, J. B., Tang, J., Smith, R., & Yankelovich, N. (2002). Work rhythms: Analyzing visualizations of awareness histories of distributed groups. In E. F. Churchchill, J. McCarthy, C. Neuwirth, & T. Rodden (Eds.), Proceedings of the 2002 ACM conference on Computer-supported cooperative work (pp. 334–343). New York: ACM Press.

    Google Scholar 

  • Borning, A., & Travers, M. (1991). Two approaches to casual interaction over computer and video networks. In S. P. Robertson, G. M. Olson, & J. S. Ohlson (Eds.), Proceedings of the SIGCHI conference on Human factors in computing systems: Reaching through technology (pp. 13–19). New York: ACM Press.

    Google Scholar 

  • Bradner, E., Kellogg, W., Erickson, T. (1999). The adoption and use of “Babble”: A field study of chat in the workplace. In S. Bødker, M. Kyng, & K. Schmidt (Eds.), Proceedings of the 6th European conference on Computer supported cooperative work (ECSCW’ 99) (pp. 139–158). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Connolly, T., Jessup, L. M., & Valacich, J. S. (1990). Effects of anonymity and evaluative tone on idea generation in computer-mediated groups. Management Science, 36, 97–120.

    Article  Google Scholar 

  • Brandon, D. P., Hollingshead, A. B. (1999). Collaborative learning and computer-supported groups. Communication Education, 18(2), 109–126.

    Article  Google Scholar 

  • Brush, T. A. (1998). Embedding cooperative learning into the design of integrated learning systems: rationale and guidelines. Educational Technology Research & Development, 46(3), 5–18.

    Article  Google Scholar 

  • Clark, J. (2000). Collaboration tools in online learning. ALN Magazine, 4(1). Retrieved May 10, 2003 from http://www.aln.org/publications/magazine/v4nl/clark.asp.

    Google Scholar 

  • Cockburn, A. & Greenberg, S. (1993). Making contact: Getting the group communicating with groupware. In S. Kaplan (Ed.), Proceedings of the conference on Organizational computing systems (pp. 31–41). New York: ACM Press.

    Google Scholar 

  • Daft, R. L., Lengel, R. H., & Trevino, L. (1987). Message equivocality, media selection, and manager performance. MIS Quaterly, 11(3), 355–366.

    Article  Google Scholar 

  • Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129–152.

    Article  Google Scholar 

  • Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 275–319). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Dieberger, A. (2000, May). Where did all the people go? A collaborative web space with social navigation information. Poster presented at the 9th International World Wide Web Conference (WWW9), Amsterdam, The Netherlands. Retrieved May 10, 2003 from: http://juggle5.50megs.com/work/publications/SwikiWriteup.html.

    Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. Kirschner (Ed.) Three Worlds of CSCL: Can We Support CSCL. Inaugural address, Open University of the Netherlands.

    Google Scholar 

  • Festinger, L., Schachter, S. S., & Back, K. W. (1950). Social pressures in informal groups: A study of human factors in housing. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213–232.

    Article  Google Scholar 

  • Gajewska, H., Manasse, M., & Redell, D. (1995). Argohalls: Adding support for group awareness to the Argo telecollaboration system. In G. Roberson (Ed.), Proceedings of the 8th annual ACM symposium on User interface and software technology (pp. 157–158). New York: ACM Press.

    Google Scholar 

  • Garrison, D. R. (1993). Quality and theory in distance education: Theoretical consideration. In D. Keegan (Ed.), Theoretical principles of distance education. New York: Routledge.

    Google Scholar 

  • Garrison, D. R., Anderson, T., Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to access cognitive presence. American Journal of Distance Education. 75(1), 7–23.

    Google Scholar 

  • Gaver, W. W. (1991). Technology affordances. In S. P. Robertson, G. M. Olson, & J. S. Ohlson (Eds.), Proceedings of the SIGCHI conference on Human factors in computing systems: Reaching through technology (pp. 79–84). New York: ACM Press.

    Google Scholar 

  • Gaver, W. (1996). Affordances for interaction: The social is material for design. Ecological Psychology 8(2), 111,129.

    Article  Google Scholar 

  • Gay, G., & Lentini, M. (1995). Use of collaborative resources in a networked collaborative design environment. Journal of Computer Mediated Communication, 1(1). Retrieved April 1, 2004, from http://www.ascusc.org/icmc/voll/issuel/IMG_JCMC/ResourceUse.html.

    Google Scholar 

  • Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, Acting and Knowing (pp. 67–82). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Gilbert, L., & Moore, D. R. (1998). Building interactivity into web courses: Tools for social and instructional interaction. Educational Technology, 38(3), 29–35.

    Google Scholar 

  • Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147–166.

    Google Scholar 

  • Gunawardena, C. N. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. Annual Journal of Distance Education, 11(4), 8–26.

    Google Scholar 

  • Hallet, K., & Cummings, J. (1997). The virtual classroom as authentic experience. In Proceedings of the Annual Conference on Distance Teaching and Learning: Competition-Connection-Collaboration (pp. 103–107). Madison, WI: University of Wisconsin-Madison.

    Google Scholar 

  • Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Norwood, NJ: Ablex Publishing.

    Google Scholar 

  • Hiltz, S. R. (1997). Impacts of college-level courses via asynchronous learning networks: some preliminary results. Journal of Asynchronous Learning Networks, 1(2). Retrieved May 10, 2003 from: http://www.aln.org/publications/jaln/vln2/pdf/vln2_hiltz.pdf.

    Google Scholar 

  • Hiltz, S. R. (1998). Collaborative learning in asynchronous learning networks: building learning communities. Invited Address at “WEB98”, Orlando, FL. Retrieved May 10, 2003 from: http://eies.njit.edu/~hiltz/collaborative_learning_in_asynch.htm.

    Google Scholar 

  • Hobaugh, C. F. (1997). Interactive strategies for collaborative learning. In Proceedings of the Annual Conference on Distance Teaching and Learning: Competition-Connection-Collaboration (pp. 121–125). Madison, WI: University of Wisconsin-Madison

    Google Scholar 

  • Hooper, S., & Hannafm, M. J. (1991). The effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction. Educational Technology Research and Development, 39(3), 27–40.

    Article  Google Scholar 

  • Johnson, D. W. (1981). Student-student interaction: the neglected variable in education. Educational Research, 10, 5–10.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44, 213–240.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1993). Creative and critical thinking through academic controversy. American Behavioral Scientist, 37(1), 40–53.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperation, competition, and individualization (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology, 1017–1044. New York: Simon & Schuster Macmillan.

    Google Scholar 

  • Johnson, R. T., Johnson, D. W., & Stanne, M. B. (1985). Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction. Journal of Educational Psychology, 77(6), 668–677.

    Article  Google Scholar 

  • Johnson, R. T., Johnson, D. W., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minneapolis, MN: University of Minnesota. Retrieved May 10, 2003 from: http://www.clcrc.com/.

    Google Scholar 

  • Kearsley, G. (1995). The nature and value of interaction in distance learning. (ACSDE Research Monograph No. 12, pp. 83–92). State College, Pennsylvania: Pennsylvania State University, American Center for the Study of Distance Education.

    Google Scholar 

  • Kerr, N. (1983). The dispensability of member effort and group motivation losses: Free-rider effects. Journal of Personality and Social Psychology, 44, 78–94.

    Article  Google Scholar 

  • Kerr, N., & Bruun, S. (1983). The dispensability of member effort and group motivation losses: Free-rider effects. Journal of Educational Computing Research, 5, 1–15.

    Google Scholar 

  • Kirschner, P. (2002). Can we support CSCL? Educational, social and technological affordances for learning. In P. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL. Inaugural address, Open University of the Netherlands.

    Google Scholar 

  • Kreijns, K. & Kirschner, P. A., (2004). Determining sociability, social space and social presence in (a)synchronous collaborating teams. Cyberpsychology and Behavior, 7(2), 155–172.

    Article  Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Journal of Education Technology & Society, 5(1), 8–25.

    Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.

    Article  Google Scholar 

  • Latané, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822–832.

    Article  Google Scholar 

  • Lewin, K. (1935). A dynamic theory of personality. New York: McGraw-Hill.

    Google Scholar 

  • Lewin, K. (1948). Resolving social conflicts. New York: Harper.

    Google Scholar 

  • Liaw, S., & Huang, H. (2000). Enhancing interactivity in web-based instruction: A review of the literature. Educational Technology, 40(3), 41–45.

    Google Scholar 

  • Morrison, D., & Collins, A. (1996). Epistemic fluency and constructivist learning environments. In B. Wilson (Ed.), Constructivist learning environments (pp. 107–119). Englewood Cliffs: Educational Technology Press.

    Google Scholar 

  • Mulder, I., Swaak, J., & Kessels, J. (2002) Assessing group learning and shared understanding in technology-mediated interaction. Educational Technology & Society, 5(1), 35–47.

    Google Scholar 

  • Nielsen, J. (1994). Usability engineering. San Francisco, CA: Morgan Kaufmann Publishers (Original work published 1993, Academic Press).

    Google Scholar 

  • Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.

    Google Scholar 

  • Norman, D. A. (1990). The design of everyday things. New York: Doubleday.

    Google Scholar 

  • Northrup, P. T. (2001). A framework for designing interactivity into web-based instruction. Educational Technology, 41(2), 31–39.

    Google Scholar 

  • Ohlsson, S. (1996). Learning to do and learning to understand: A lesson and a challenge for cognitive modeling. In P. Reimann & H. Spada (Eds.), Learning in humans and machines (pp. 37–62). Oxford: Pergamon.

    Google Scholar 

  • Olson, G. M., & Olson, J. S. (2000). Distance matters. Human Computer Interaction, 15, 139–178.

    Article  Google Scholar 

  • Rice, R. E., & Love, G. (1987). Electronic emotion: Socioemotional content in a computer-mediated network. Communication Research, 14, 85–108.

    Google Scholar 

  • Rourke, L. (2000a). Exploring social communication in computer conferencing. Unpublished Master Thesis. Alberta, Edmonton Alberta.

    Google Scholar 

  • Rourke, L. (2000b). Operationalizing social interaction in computer conferencing. In Proceedings of the 16th Annual conference of the Canadian Association for Distance Education. Quebec City. Retrieved May 10, 2003 from: http://www.ulaval.ca/aced2000cade/english/proceedings.html.

    Google Scholar 

  • Shneiderman, B. (1998). Designing the User Interface: Strategies for effective Human-Computer Interaction (3rd ed.). Addison-Wesley.

    Google Scholar 

  • Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.

    Google Scholar 

  • Slavin, R. E. (1980). Cooperative learning in teams: state of the art. Educational Psychologist, 15, 93–111.

    Google Scholar 

  • Slavin, R. E. (1986). Using student team learning (3rd ed.). Baltimore, MD: Center for Social Organization of Schools, The Johns Hopkins University.

    Google Scholar 

  • Slavin, R. E. (1990). Cooperative learning. Review of Educational Research, 50(2), 315–342.

    Article  Google Scholar 

  • Soller, A. L. (1999). Supporting social interaction in an intelligent collaborative learning system. Unpublished Master Thesis.

    Google Scholar 

  • Soller, A. L., & Lesgold, A., Linton, F., Goodman, B. (1999). What makes peer interaction effective? Modeling effective communication in an intelligent CSCL. In S.E. Brennan, A. Giboin, & D. Traum (Eds), Psychological models of communication in collaborative systems: Papers from the AIII Fall Symposium (pp. 116–123). Technical Report FS-99-03. Menlo Park, CA: The AAAI Press.

    Google Scholar 

  • Vallée, O. (1992). The challenge of conferencing system development. In A. R. Kaye (Ed.), Collaborative learning through computer conferencing: The Najadan Papers (pp. 181–187). New York: Springer-Verlag.

    Google Scholar 

  • Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6–29.

    Article  Google Scholar 

  • Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 71, 19–26.

    Article  Google Scholar 

  • Walther, J. B. (1999, May). Visual cues and computer-mediated communication: Don't look before you leap. Paper presented at the annual meeting of the International Communication Association, San Francisco, CA. Retrieved April 1, 2004, from http://www.it.murdoch.edu.au/~sudweeks/b329/readings/walther.html.

    Google Scholar 

  • Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34–49.

    Google Scholar 

Download references

Authors
  1. Paul A. Kirschner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Karel Kreijns
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Münster, Germany

    Rainer Bromme

  2. University of Tübingen, Germany

    Friedrich W. Hesse

  3. University of Freiburg, Germany

    Hans Spada

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Kirschner, P.A., Kreijns, K. (2005). Enhancing Sociability of Computer-Supported Collaborative Learning Environments. In: Bromme, R., Hesse, F.W., Spada, H. (eds) Barriers and Biases in Computer-Mediated Knowledge Communication. Computer-Supported Collaborative Learning Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24319-4_8

Download citation

Publish with us

Policies and ethics

Search

Navigation