CSCL designers tend to leave gaps between the technical and social design of learning environments¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A case study in the SCY environment found CSCL designers have a tendency to leave gaps between the technical and social design, leaving students struggling to connect lab experiments with the concepts they need to learn. → Sten Ludvigsen 2016

Evidence¶

Sten Ludvigsen 2016¶

Sten Ludvigsen. (2016). CSCL towards the future: The second decade of ijCSCL. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-016-9230-x

q1 · i? · qualitative · r?

Editorial report of Anniken Furberg's case study building on the SCY (Science Created by You) environment, in which students worked on genetics including a gel electrophoresis experiment, with descriptive statistics of help-seeking and interaction analysis of teacher-coordinated sense making.

"One of the important findings in this study is that CSCL designers have a tendency to leave gaps between the technical and social design of the environment."

Discussion¶

Related Claims¶

• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps — related
• Design features of the CSCL environment — procedural-only educational inscriptions on the website and the storyline of the 3D model — pulled interactions toward procedural problem solving — a narrower finding that bears on this claim
• In a CSCL biology problem-solving session, procedural problem solving tended to dominate students' interactions, with conceptual knowledge construction present only where strictly necessary — a narrower finding that bears on this claim
• Technologically oriented help requests comprised 11.5% of requests and declined steeply from the first to the last post-experiment activity — related