Web 2.0 and Computer-Supported Collaborative Learning

Collaborative learning was defined in Chapter 1 as learning that occurs between a group of learners by working together to share information and exchange ideas with each other (Coutinho & Bottentutt, 2007; Ebner & Maurer, 2007). With the application of ICTs, the approach of collaborative learning can be taken one step further to involve CSCL. The concept of CSCL entails academic instruction that takes place with computers and technological applications (Stahl, Koschmann, & Suthers, 2006). In a collaborative learning environment that is computer-supported, the interactions between people occur through computer applications or programs that are available to them. These tools make it possible for people who may be in different locations to interact with each other. However, the computer-supported tools can simply make it possible for people who may actually take the same class to be able to add ideas and research to an online forum, which in turn permits others to add their ideas and their research findings to allow an entire class of students to learn from collaboration in this way (Wang, Woo & Zhao, 2009).

Blogging as a possible Web 2.0 educational tool has learning opportunities that include enabling students to reflect on tasks and topics, continuing a piece of writing over a semester or entire school year, helping to create a conversation with interested readers, and giving ownership to a piece of writing because of its ability to be viewed by peer students as well as the teacher (Ishtaiwa, 2010). These learning opportunities

are linked to the unique environment that online tools can be used to create, helping increase literacy skills as well as those that are technology-based.

Some researchers believe that Web 2.0 technologies can improve learning in collaborative learning spaces. For example, Raitman, Augar and Zhou (2005) conducted a case study that investigated the use of wiki as a learning tool for online collaboration in a tertiary setting. The sample comprised 158 students who had completed a unit in an online environment. The study’s results showed that a majority of the participants enjoyed the discussion and using wikis to share information and participate in the course activities. The students appreciated the ease of use of wikis, and the ability to edit and modify their work when required. However, the results showed that 70% of participants believed that using wikis for online collaboration and course work was not better than working in a face-to-face group setting. This could be attributed to the discomfort of some students with some aspects of using the wiki, as well as some students being more comfortable in face-to-face discussions or getting more out of face-to-face contact (Elgort, Smith & Toland, 2008). For example, some students were concerned about the possibility of easily editing or deleting someone’s work without any real consequence.

With regard to the outcomes of CSCL, Kreijns, Kirschner and Jochems (2003) argued that collaborative learning is not something that can simply be given to students as a command with the expectation that they will immediately work together and actively share information. Instead, it must be a part of the larger educational experience in which interactions between students and teachers are a vital part of the collaborative learning process. Hence, collaborative learning through the use of technologies should be integrated in the course to specifically promote effective interactions and collaboration in CSCL environments. Curtis and Lawson (2001) also

argued that it could not be assumed that students would know how to collaborate with each other using online learning tools even if they were familiar with these technologies. Instead, the teachers must provide some guidance or scaffolding for their use, particularly for academic purposes, otherwise the online collaboration is likely to be very limited and largely unproductive in terms of actual academic achievement and outcomes.

In addition, as Dillenbourg, Jarvela and Fischer (2009) noted, there is a misconception that CSCL only involves students in different locations, and teachers should be aware that students could have different motivations for engaging with CSCL tools. Dillenbourg et al. (2009) indicated that in order for CSCL to be successful, consideration must be given to the motivations of the students to use such tools, as well as taking part in collaborative learning in general. Furthermore, consideration should be given to how the CSCL tools can be used by students effectivelly. Urhahne, Schanze, Bell and Mansfield (2009) also stated that the successful promoting and using technologies, such as blogs, wikis, message boards, and other computer-assisted means of collaboration, requires that teachers act as a facilitator of not only the use of the technology, but also its use in a way that allows meaningful learning to occur.

Given the somewhat conflicting information about the use of Web 2.0 for computer-supported collaborative learning, an argument must be made for whether these technologies truly enrich the learning environment. Some studies have found that higher education students like the idea of using Web 2.0 technologies in the learning environment (Gikas & Grant, 2013). However, simply enjoying the use of a Web 2.0 technology does not necessarily mean that the learning experience or even the learning environment is being enhanced. In order for Web 2.0 technologies to truly enrich the

learning environment for students, there is a need for teachers and students to do more than simply use a blog, wiki, or even Twitter for the idea of collaboration. Instead, the students and teachers need to use the technology in a way that is related to the desired learning outcomes and the type of interaction that is desired (den Exter, Rowe, Boyd,

& Lloyd, 2012).