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ERIC Number: EJ1045575
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: EISSN-1436-4522
Identifying Computer-Supported Collaborative Learning (CSCL) Research in Selected Journals Published from 2003 to 2012: A Content Analysis of Research Topics and Issues
Zheng, Lanqin; Huang, Ronghuai; Yu, Junhui
Educational Technology & Society, v17 n4 p335-351 2014
This study aims to identity the emerging research trends in the field of computed-supported collaborative learning (CSCL) so as to provide insights for researchers and educators into research topics and issues for further exploration. This paper analyzed the research topics, methods and technology adoption of CSCL from 2003 to 2012. A total of 706 articles from 9 leading SSCI journals were selected and analyzed through the lens of research topics, research design, research methods, data sources, data analysis methods, research settings, research sample groups, research learning domain, types of collaborative learning, and technology for supporting collaborative learning. The results indicated that technology in support of collaborative learning, interaction pattern and analysis, CSCL evaluation, and CSCL practice or applications in naturalistic teaching settings and community environment were the four major research topics. Qualitative research approach and descriptive research method were found in most of CSCL publications. Furthermore, it was found that the research topics significantly correlated with the research design and research methods. In the future, researchers and educators should pay more attention to technical affordance and facilitation in collaborative learning.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A