Collaborative learning deals with instructional methods that seek to
promote learning through collaborative efforts among students
working on a
given learning task.
Computer Supported Collaborative learning (CSCL)
delivers a collaborative environment that deals with "learning"
.
On the other
hand, Computer-Supported Cooperative Work (CSCW) deals with
workplace collaboration. Both CSCL and CSCW work mostly in a passive
fashion, where the system
that delivers the collaborative environment does not attempt to
exercise active control of the collaborative interactions.
Depending on the type of collaborative tasks to perform, CSCL could be employed to address concept learning, problem solving, and designing. Concept learning deals with a goal as a single entity while the other two deal with a goal in terms of sub-goals. Further, designing is distinguished from problem solving in the sense that the number of solutions in problem solving is finite and computationally easier to represent.
Another major factor that regulates collaboration is the theory of learning, based on which collaborative interactions could be categorized into socio-cognitive, socio-cultural, and situated cognition [Dillenbourg et al. 1994].
This paper also categorizes collaborative learning along the dimensions of the design of a collaborative environment, the types of roles for the peers and the domains where collaborative learning is most effective.
The ``WHY'' section consolidates the motivation behind computer-supported collaborative learning research. The section on ``SYSTEMS'' identifies some of the present day collaborative learning systems and categorizes them along the dimensions identified earlier. This is followed by a ``RESEARCH'' section that contains a research proposal from the author and a number of research opportunities pertaining to collaborative learning.