Technology-Enhanced Collaborative Learning

Dear Colleagues,

In recent years, there has been increasing interest in the application of technology to collaborative learning. Collaborative learning is a widely used educational approach that involves two or more learners “working together to solve a problem, complete a task, or create a product” (Laal and Laal, 2012, p. 492). Theoretically, collaborative learning aligns with one of the most influential learning theories of the 21^st century–social constructivism. Social constructivism posits that learning takes place in social and cultural settings, and that knowledge is not only constructed on the individual level but also co-constructed on the social level via interpersonal interactions. Effective collaborative learning environments facilitate knowledge co-construction and build communities of learners.

The past two decades have witnessed the emergence of the paradigm of computer-supported collaborative learning (CSCL), which refers to “the activity of peers interacting with each other for the purpose of learning and with the support of information and communication technologies (ICT)” (Suthers, 2012). An important contribution of CSCL research is to view ICT and technology-enabled pedagogies as mediating artifacts for social interaction and learning. The ongoing evolution of technologies/artifacts, especially the rise of multi-player online games, virtual and augmented reality, and artificial intelligence, has inspired instructional designers, researchers, and educational practitioners to reconceptualize, redesign, and re-evaluate collaborative learning in technology-enhanced environments that go beyond the scope of CSCL.

The scope of this Special Issue includes both theoretical discussions, design and development, and empirical studies of a variety of technology-enhanced collaborative learning tools, systems, and pedagogies. The purpose of this Special Issue is to allow researchers to submit quality work that aims to examine critical issues and explore valid solutions in order to effectively facilitate multiple aspects of the learning processes and outcomes among learners that collaboratively engage in social discourse and task completion.

Topics of interest to this Special Issue include but are not limited to:

• Theoretical discussions of the trends and patterns in technology-enhanced collaborative learning technologies, platforms, pedagogies, and environments, with a future orientation that considers new and advanced technologies;
• The design and development of innovative tools (hardware, software, learning systems and platforms, etc.) and approaches to technology-enhanced collaborative learning;
• Empirical research studies on the effectiveness of technology-enhanced collaborative learning technologies, platforms, pedagogies, and environments;
• Empirical research studies on the learner-related and external factors that contribute to or predict the successful implementation of technology-enhanced collaborative learning in lab-based or real-life educational settings;
• Case studies of technology-enhanced collaborative learning in specific content areas and at specific educational levels;
• Theoretical advancements toward the acceptance of using and integrating technology-enhanced collaborative learning environments;
• Meta-analyses of current research in technology-enhanced collaborative learning that focuses on specific themes;
• Micro-analyses of learning processes and outcomes in technology-enhanced collaborative learning environments;
• Pre-service and in-service teacher preparation and training in skills and pedagogical competencies needed for implementing technology-enhanced collaborative learning environments in teaching practice.

Dr. Xiongyi Liu
Prof. Dr. Wenbing Zhao
Prof. Dr. Roland Pourdavood
Guest Editors

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• educational technology
• computer-supported collaborative learning
• technology-enhanced teaching and learning
• knowledge co-construction
• learning communities in online environments