The Collaboration Principle in Multimedia Learning

doi:10.1017/CBO9780511816819.017

16 - The Collaboration Principle in Multimedia Learning

Published online by Cambridge University Press: 05 June 2012

Chia-Chi Yang and

Edited by

David H. Jonassen: Affiliation:
University of Missouri
Chwee Beng Lee: Affiliation:
University of Missouri
Chia-Chi Yang: Affiliation:
University of Missouri
James Laffey: Affiliation:
University of Missouri
Richard Mayer: Affiliation:
University of California, Santa Barbara

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Summary

Abstract

Based on sociocultural and social cognitive theory, computer support for collaborative learning (CSCL) has emerged as a new research and development subdiscipline of computer-mediated communication. The emphasis of CSCL is on supporting collaborative learning activities in online multimedia environments. In this chapter, we review research on the nature of the technology used, how the learning groups are comprised (e.g., group size, learner characteristics), the learning outcome engaged by the task, the role of the tutor, the effects of community-building activities, the nature of the learning or communication assessment, and the effects of scaffolds or discussion constraints on learning. Based on this research, we make a variety of recommendations for the design and implementation of learning environments.

Introduction to the Collaboration Principle

In the past decade, the study of learning has been influenced increasingly by constructivism and social theories. Not only have the epistemological and ontological assumptions about the nature of learning changed as a result of constructivist influences, but the nature of instructional and learning activities has changed dramatically. At the risk of oversimplification, the most obvious effect of this influence has been a shift from emphasis on instructional communication systems to an emphasis on practice-based, collaborative learning systems. The goal of instructional systems, informed by objectivist assumptions, was to effectively design messages to support the efficient transmission of knowledge about the world.

Type: Chapter
Information: The Cambridge Handbook of Multimedia Learning , pp. 247 - 270

DOI: https://doi.org/10.1017/CBO9780511816819.017 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2005

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