As Computer-Supported Collaboration Learning (CSCL) is the combination of collaborative learning and support by computer technology, the effectiveness of CSCL depends on the kind of collaboration, the technical environment, the learners characteristics, the teachers role and the task demands. The aim of this chapter is to demonstrate the integration of synchronous and asynchronous activity based on real-time application and simulations into chemistry laboratory. In synchronous collaboration students observed the progress of an experiment from their PC and collected and interpreted data as the experiment was on the progress by using a real-time application for control the instrument remotely. Another example for synchronous collaboration was based on simulation program where the teaching procedure was conducted in a computer-cluster. The students performed virtual experiments by using a simulation program on their PC and they shared their measurements, observations and conclusions by using the LAN. In the cases of synchronous collaborations the teacher and the students had a face-to-face communication in computer cluster and the computer interaction was through LAN. In asynchronous collaboration, students performed virtual experiments by using a simulator and by using the discussion boards of Virtual Learning Environments (VLEs) they shared their experience and discussed the conclusions. In that case the teacher and students had an on-line collaboration and the computer interaction was through VLEs. The results in all the cases were interpreted in terms of the learners characteristics, the teachers role, task demands and learning outcomes.
|Title of host publication||Collaborative Learning: Methodology, Types of Interactions and Techniques|
|Editors||Edda Luzzatto, Giordano DiMarco|
|Publisher||Nova Science Publishers|
|Publication status||Published - 2009|