Originally published in 1994. Until this book was published, the application of computers to educational practice has received little input from psychological theory. Computers and the Collaborative Experience of Learning locates this topic within the contemporary movement of socio-cultural theory, drawing on the writing of Vygotsky and others. Charles Crook reviews psychological approaches to cognition and learning, in so far as they implicitly direct strategy in respect of computer-based learning. He also takes a novel stance in considering how new technology can enhance rather than undermine the social experience of learning and instruction, and can allow teachers to achieve more in the classroom. He argues that computers can provide the conditions for effective collaboration and enhance the social dimension of education. With its unique blend of theory and practice, from the primary school to university settings, Computers and the Collaborative Experience of Learning will be of interest to educational psychologists, as well as psychologists studying group processes, cognition and development.

This book addresses computer-supported collaborative learning (also known as CSCL) particularly within a tertiary education environment. It includes articles on theory and practice in this area including topics such as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?

The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.

A collection of essays by leading researchers which examine computer-based learning, and the often positive affects which result from peer interaction and collaborative activities.

Proceedings of: CSCL 2002 meeting in Boulder, Colorado, January 7-11, 2002.

CSCL has in the past 15 years (and often in conjunction with Springer) grown into a thriving and active community. Yet, lacking is a comprehensive CSCL handbook that displays the range of research being done in this area. This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct area. The handbook will also serve as a ready reference for foundational concepts, methods, and approaches in the field. The chapters are written in such a way that each of them can be used in a stand-alone fashion while also serving as introductory readings in relevant study courses or in teacher education. While some CSCL-relevant topics are addressed in the International Handbook of the Learning Sciences and the International Handbook of Collaborative Learning, these books do not aim to present an integrated and comprehensive view of CSCL. The International Handbook of Computer- Supported Collaborative Learning covers all relevant topics in CSCL, particularly recent developments in the field, such as the rise of computational approaches and learning analytics.

The idea for the Workshop on which this book is based arose from discussions which we had when we both attended an earlier - and more broadly based - NATO Advanced Research Workshop on Computer Supported Collaborative Learning, directed by Claire O'Malley in Maratea, Italy, in 1989. We both felt that it would be interesting to organise a second Workshop in this area, but specifically concerned with the use of computers and networking (telematics) as communication tools for collaborative learning outside the formal school setting. We were particularly interested in examining the ways in which computer conferencing can be used for collaboration and group learning in the contexts of distance education, adult learning, professional training, and organisational networking. And we wanted to ensure that we included, in the scope of the Workshop, situations in which learning is a primary, explicit goal (e.g. an online training programme) as well as situations where learning occurs as a secondary, even incidental, outcome of a collaborative activity whose explicit purpose might be different (e.g. the activities of networked product teams or task groups). Another goal was to try to bring together for a few days people with three different perspectives on the use of computer conferencing: users, researchers, and software designers. We hoped that, if we could assemble a group of people from these three different constituencies, we might, collectively, be able to make a small contribution to real progress in the field.

These essays are some of the most important papers co-written with my colleagues that supplement the discussion of CSCL research in the published books. These chapters take the discussion in specific directions. They begin with my general reflections on the importance of CSCL as a research field, situating my work on the VMT Project and my theory of group cognition within the field of CSCL. They describe the VMT research project, including its research approach, technology, pedagogy and analysis methods. Mostly, they discuss in some detail the findings that have emerged from the VMT Project about the nature of online interaction in that type of CSCL setting. The volume concludes with reports of work in the project and future directions that were underway.

Discover the latest research on the application of information and communication technologies (ICTs) in the field of education. Among the many areas covered, the book examines the latest innovations in the design, development, and evaluation of innovative educational environments. You’ll also discover how ICTs support special education, collaborative learning, and distance learning. Finally, key social aspects of ICTs in education are examined.