CSCL in University and Vocational Education

The characteristics of the learning environment described in third chapter (De Jong, Veldhuis-Diermanse and Lutgens, 2001) is pretty similar to the one in first chapter. Students develop a database (web-based version of Knowledge Forum) collaboratively. The phases have been stated clearly:

-Actualizing
-Planning
-Deepening
-Experiencing

The application of the model requires students to share their thinking and insight during the learning process. Students are expected to be aware of their own learning. To promote metacognitive skills, thinking type tags (i.e. My Theory, What is this about, etc.) are used. Perspectives, experiences and different interests have an important impact on the construction of knowledge. As the students reflect and relate the knowledge to their own life experiences, meaningful learning occurs.

Teacher's role has also been emphasized. He/she really needs to facilitate learning through coaching and monitoring. That's to say, teacher involvement is inevitable even in student-centered approaches.

De Jong, F. P. C. M., Veldhuis-Diermanse, E., & Lutgens, G. (2001). Computer-Supported
Collaborative Learning In University and Vocational Education. In T. Koschmann, R.
Hall & N. Miyake (Eds.), CSCL2 Carrying Forward the Conversation (pp. 111-128):
Lawrence Erlbaum Associates.