The Theory Of Computer Supported Collaborative Learning

Development of multimedia and network technology has a great influence on our instructional model, instructional way and instructional content. With the help of them, learner-oriented web instructional model is used more widely. In comparison with traditional teaching model, web-based teaching model is better, for example, more learning resource, more ways of information getting, opening learning space and wide interaction. All of them let learning environment of constructive learning will be put up, so CSCL can become most popular in web-based instruction. But, many of us understand CSCL in different views that hamper the development of CSCL. Defining CSCL is becoming an increasingly difficult task. Theorists and researchers using the same term often disagree about to what they are referring. These same people, however, often agree with their definitions and those of others using a different term: groupware. There is a very real danger that, for want of a clear definition, CSCL could become part of the fuzzy domain that has already claimed such terms as multimedia and virtual reality. This article discusses the main theory of CSCL, theory of Learning, design of learning environment, interaction of learning, theory of knowledge and model of structure. Only all of us, tutors and tutee, can know it in the same view, CSCL will be used more widely.①There are many learning theory for CL, but I think only Constructivism and Humanism Learning Theory are just for CSCL.②This paper explores the theoretical underpinnings of many of the existing computer-mediated learning environments and suggests that the leaning theories that lie behind them lead to designs that do not fit with the basic participation structures of the classroom. We argue instead for Activity Centered Design (ACD), a model of design for Computer supported Collaborative Learning environments, based on the following assumptions: that activity is mediated by cultural tools, that activity must be conceptualized on a number of interdependent levels, and that conceptual understanding is first established socially. ③CSCL is based on the idea that computer applications can scaffold and implement advanced socio-cognitive processes for knowledge sharing and knowledge building. This paper will focus on the "epistemological infrastructure" of CSCL. We will analyze three models of innovative knowledge communities in order to better understand basic epistemological processes of knowledge advancement: i.e., Nonaka and Takeuchi's model of knowledge-creating organization, Yrj? Engestr?m's expansive learning model, and Carl Bereiter's theory of knowledge building. ④There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfill expectations on supporting interactive group learning, shared understanding, social construction of knowledge, and acquisition of competencies. There appear to be two major pitfalls impeding achievement of the desired social interaction in CSCL environments: taking social interaction in groups for granted and the lack of attention paid to the social psychological dimension of social interaction outside of the task context. Current solutions offered to avoid the pitfalls placed responsibility on instructors and teachers to encourage collaborative learning and social interaction. To both free educators from this burden and be more cost effective, we propose an intelligent CSCL environment. ⑤Four architectures for computer supported collaborative learning systems are analyzed using the model-view-controller design pattern and compared from the standpoints of coupling between activities of the users and suitability for educational use, as well as network load and ease of implementation. The architectures are illustrated with examples from the developmental history of Belvedere, an environment for collaborative construction of knowledge representations during problem s...