RT Journal Article
T1 Interaction in computer supported collaborative learning: an analysis of the implementation phase
A1 Hernández Sellés, Nuria
A1 Muñoz Carril, Pablo César
A1 González Sanmamed, Mercedes
K1 Collaborative learning
K1 Higher education
K1 Teaching/learning strategies
K1 Computer-mediated communication
K1 Interactive learning
AB There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a nonexperimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.
PB Springer
SN 2365-9440
YR 2020
FD 2020
LK http://hdl.handle.net/10347/23363
UL http://hdl.handle.net/10347/23363
LA eng
NO Hernández-Sellés, N., Muñoz-Carril, P. & González-Sanmamed, M. Interaction in computer supported collaborative learning: an analysis of the implementation phase. Int J Educ Technol High Educ 17, 23 (2020). https://doi.org/10.1186/s41239-020-00202-5
NO This paper has been written in the context of the research project: “Ecologías de aprendizaje en la era digital: nuevas oportunidades para la formación del profesorado de educación secundaria” (ECO4LEARN-SE) “Learning ecologies in the digital era: new opportunities for teacher training in secondary education”. It has been partially financed by the Ministry of Science, Innovation and Universities in Spain, (Ref. RTI2018–095690-B-I00)
DS Minerva
RD 1 may 2026