Course Title COMPUTER SUPPORTED COLLABORATIVE LEARNING

Course Code KML 6093

Credit 3 (3+0)

Pre-requisite None

Synopsis This course aims to provide an understanding of multiple

perspectives regarding the integration of CSCL in learning and
instruction. The course focuses on exploring potentials in integrating
CSCL into learning and instruction, and analyses how collaborative
learning takes place using technology, and the complexities in
integrating collaboration, computer-mediated communication and e-
learning, in both laboratory and classroom practices.
Learning By the end of this course, students will be able to:
Outcome 1) Examine the structures and processes in CSCL in relation to
learning and instruction (C6)
2) Synthesise the strengths and challenges in the interplay of
learning and technology in CSCL in physical and virtual
spaces (P6, C5)
3) Implement CSCL for Malaysia learning contexts for
rural/remote/underserved communities (A3, ES)
Student’s
Learning Hours Lectures 21 hours

Self-study 89 hours
Quizzes, Tests and Examination 10 hours
Total 120 hours

Instructors Instructor Email/Ext

Assc Prof Dr Fitri Suraya Mohamad mfitri@unimas.my

eLeap KML6093 Cohort 15

Pre-requisite Students are expected to read the following documents, in their
Readings entirety, before the first class meeting.
1. The International Journal of CSCL – Available at CAIS.
2. Hoppe, U.H., Ogata, H. , A. (2007). The role of technology in
CSCL: Studies in technology enhanced collaborative learning.
Springer.
3. Jan-Willem Strijbos, Paul A. Kirschner, et al, 2004, What We
Know About CSCL: And Implementing It In Higher Education
(Computer-Supported Collaborative Learning Series).
Springer , Computer-Supported Collaborative Learning Series
(Book 3).
4. Hargreaves, A. O′Connor, MT. (2018) Collaborative
Professionalism: When Teaching Together Means Learning
for All. Corwin , Corwin Impact Leadership Series
5. Harasim, L. (2017). Learning Theory and Online

1
 Technologies 2nd Edition. Routledge; 2 edition (May 18,
2017).
6. Koschman, T., Suthers, D, T.W (2005). Computer supported
collaborative learning 2005: The next 10 years. Lawrence
Erlbaum Associates.
7. Orvis, K. (2008). Computer-supported collaborative learning:
Best practices and principles for instructors. Information
Science Reference.
8. Stahl, G. (2007). Group cognition: computer support for
building collaborative knowledge (Acting with Technology).
MIT Press.
9. Mason, R. (2008). E-Learning and social networking
handbook: resources for higher education. Routledge.

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 KML 6093 Computer Supported Collaborative Learning
MSc Learning Sciences, FCSHD (Cohort 15)
October 2020

Course Schedule
Date Unit Readings and Tasks

Dillenbourg, P., & Fischer, F. (2007). Computer-supported

Overview of CSCL collaborative learning: The basics. Zeitschrift für Berufs-und
FSM Wirtschaftspädagogik, 21, 111-130.
 Instructional Technology and Paradigm Shifts
18 Oct
SUN  Computer-Support for Knowledge Building Long, Y., Fui-Hoon Nah, F., Eschenbrenner, B., &
Communities Schoonover, T. (2013). Computer-supported collaborative
learning: a research framework. Industrial Management &
Data Systems, 113(4), 605-623.

CSCL Theories Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018).
 Vygotsky's Sociocultural Theory The Role of Collaboration, Computer Use, Learning
Environments, and Supporting Strategies in CSCL: A Meta-
 Cooperative Learning
Analysis. Review of Educational Research,
FSM  Social Learning Theory 0034654318791584.
 Cognitive Flexibility Theory
1 Nov
 Metacognition/Self-regulated Learning Economides, A. A. (2008). Culture-aware collaborative
SUN
 Shared Mental Models learning. Multicultural Education & Technology
Journal, 2(4), 243-267.
 Zone of Proximal Development
Kirschner, P. A., & Erkens, G. (2006). Cognitive tools and
mindtools for collaborative learning. Journal of Educational
*Design Sprint will be conducted online Computing Research, 35(2), 199-209.

15 Nov CSCL: Collaborative Structures and Outcomes

SUN  Learning from Others: The mechanisms Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003).
 Learning from Others: Support from Software Cooperative learning and achievement: Theory and
CKM research. Handbook of psychology, 177-198.
 Cognitive Apprenticeship
 Communication Patterns and Learning Newell, C., & Bain, A. (2018). Building Shared Mental
 Authenticity in Learning Models. In Team-Based Collaboration in Higher Education
Learning and Teaching (pp. 43-49). Springer, Singapore.

 Monitoring Collaborative Learning
Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2007).
Social networks, communication styles, and learning
performance in a CSCL community. Computers &
Education, 49(2), 309–329.
https://doi.org/10.1016/j.compedu.2005.07.003

Lu, J., Lajoie, S. P., & Wiseman, J. (2010). Scaffolding

problem-based learning with CSCL tools. International
Journal of Computer-Supported Collaborative
Learning, 5(3), 283-298.
29 Nov Physical and Virtual collaborations: Issues and
CKM
SUN Implementations
Badawi, A., & Shawky, D. (2017, July). The need for a
paradigm shift in CSCL tools. In Computing Conference,
2017(pp. 1131-1135). IEEE.

Adamson, D., Dyke, G., Jang, H., & Rosé, C. P. (2014).

Towards an agile approach to adapting dynamic
collaboration support to student needs. International
Journal of Artificial Intelligence in Education, 24(1), 92-124.

Stegmann, K., Weinberger, A., & Fischer, F. (2007).

Facilitating argumentative knowledge construction with
CKM computer-supported collaboration scripts. International
20 Dec Dynamic Collaboration and Argumentative Knowledge journal of computer-supported collaborative learning, 2(4),
SUN Construction 421-447.

Schuster, K., Plumanns, L., Groß, K., Vossen, R., Richert,

A., & Jeschke, S. (2015). Preparing for Industry 4.0–Testing
Collaborative Virtual Learning Environments with Students
and Professional Trainers. International Journal of
Advanced Corporate Learning (iJAC), 8(4), 14-20.

9 Jan Emerging Issues in CSCL: Strengths of CSCL

SAT Cress, U., Stahl, G., Ludvigsen, S., & Law, N. (2015). The
core features of CSCL: Social situation, collaborative
FSM knowledge processes and their design. International
Journal of Computer-Supported Collaborative
 Learning, 10(2), 109-116.

Pirker, J., Economou, D., & Gütl, C. (2016). Interdisciplinary

and International Game Projects for Creative Learning.
Proceedings of the 2016 ACM Conference on Innovation
and Technology in Computer Science Education - ITiCSE
16. doi:10.1145/2899415.2899448

Fransen, J., Weinberger, A., & Kirschner, P. A. (2013).

Team Effectiveness and Team Development in CSCL.
Educational Psychologist, 48(1), 9–24.
https://doi.org/10.1080/00461520.2012.747947

Kirschner, P. A., & Erkens, G. (2013). Toward a Framework

for CSCL Research. Educational Psychologist, 48(1), 1–8.
https://doi.org/10.1080/00461520.2012.750227
23 Jan
FSM Ludvigsen, S., Cress, U., Law, N., Stahl, G., & Rosé, C. P.
SAT CSCL in Rural Communities in Sarawak
(2017). Future direction for the CSCL field: Methodologies
and eight controversies. International Journal of Computer-
Supported Collaborative Learning, 12(4), 337-341
Assessments

Assignment 1
Reflective Videos on FlipGrid (7 in total) 20%
One-Minute Papers (7 in total) 10%
Assignment 2
Virtual Coaching Project (Pair) 50%

Final Examination 20%

Total 100%

Reflective Videos
You will sign up in FlipGrid and use a class code provided (https://flipgrid.com/9f5a1aab).
You will be required to post one video about each of the seven topics we discuss in this
course. There will be a total of 7 videos, at the end of the semester, which will be evaluated.

One Minute Papers

One-minute papers are an important tool to help you shape your thinking about the contents in
the course. Pick one issue you have identified in every topic we discuss in the course. Write
about it, and post it up in your own Padlet. You will share your Padlet in the class eLeap
space.

Virtual Coaching Project

In pairs, you will identify ONE instructor (teacher/trainer/lecturer) who is willing to work
with you for approximately 4-5 weeks. With your selected instructor, you will assume role as
a VIRTUAL COACH, to construct a case study based on the input from the instructor. As a
team, you will conduct a needs analysis of the learning challenges faced by the instructor.
Find out what are the challenges, and how they are being addressed in his/her class. Next,
you will go through the Design Sprint process, using PLAY cards, as a canvas to use to plan
for the collaborative learning games, to help address the learning issues identified by the
instructor. You will then co-create the learning games (minimum two games), using a virtual
space of your choice. The learning games should be on a platform that is accessible for the
instructor and his/her students, so find out what they are able to access (hardware, software
and internet access) before you create the learning game. Once the games are ready, you can
try them with the instructor’s students/class, to see how far they work.

You will present your work as a written report, detailing the phases you have taken to build
the collaborative learning game with the selected instructor. Present the profile of the
instructor, and his/her teaching challenges. Profile his/her class and elaborate on the
interventions or solutions that the instructor has tried with the class. Describe the process of
co-creating the collaborative learning games. Explain how each game is played. Describe how
well each game is played with the instructor’s class. In your report, include your team’s
reflections on your experience co-creating the collaborative learning games, and future ideas
to improve the quality of collaboration and learning games you have built.