An analysis of social aspects in CSCL: a SML on design and evaluation of sociability to (re)qualify these environments
Resumo
In computer-supported cooperative work, especially in Computer Supported Collaborative Learning (CSCL), there is a high dependence on interpersonal relationships in the learning process. Therefore, sociability is an essential aspect for the success of this approach. CSCL systems have as their fundamental principle the intermediation of relationships between people to share resources, facilitate teamwork and facilitate the flow of information in the teaching-learning process. CSCL environments tend to bring together many students with a wide range of social and cultural characteristics. They interact with their peers to learn and build knowledge collaboratively. This article aims to present the results of a systematic mapping of the literature that presents challenges and solutions related to sociability in the design and evaluation of CSCL systems. The systematic mapping of literature was carried out through searches in four scientific databases, adopting quality criteria to refine the findings into categories. We identify techniques, methods and formalisms and categorize them according to conception or evaluation, focusing on sociability in CSCL. We hope that the explicit tools and approaches described in this study can enable projects and evaluations of these environments that prioritize essential social aspects in interaction, verifying the quality of sociability in these environments.
Referências
Alves, V., Niu, N., Alves, C., and Valença, G. (2010). Requirements engineering for software product lines: A systematic literature review. Information and Software Technology, 52(8):806–820.
Dascalu, M.-D., Ruseti, S., Dascalu, M., McNamara, D. S., Carabas, M., Rebedea, T., and Trausan-Matu, S. (2021). Before and during covid-19: A cohesion network analysis of students’ online participation in moodle courses. Computers in Human Behavior, 121:106780.
De Souza, C. S. and Preece, J. (2004). A framework for analyzing and understanding online communities. Interacting with computers, 16(3):579–610.
do Rego, B. B., Garrido, F. A., Rosa, J. C., and de Souza Matos, E. (2021). Avaliação da interação em mooc: uma análise integrada sobre as causas de abandono dos estudantes. Revista Brasileira de Informatica na Educação, 29:846–862.
Fuks, H., Raposo, A. B., Gerosa, M. A., and Lucena, C. J. P. (2003). Do modelo de colaboração 3c a engenharia de groupware. Simposio Brasileiro de Sistemas Multimídia e Web–Webmidia, pages 0–8.
Gao, Q., Kang, R., Fan, Z., Dai, Y., Wu, S., and Yang, Y. (2008). Understanding sociability of social software: An exploratory study. In 2nd International Conference on Applied Ergonomics, Las Vegas, NV.
Garrido, F. A. (2018). Uma abordagem unificada de design para modelagem educacional e da comunicação em mooc: um estudo exploratório. Dissertação de Mestrado. Programa de Pos-Graduação em Ciência da Computação (PGCOMP), Universidade Federal da Bahia.
Harrison, S., Tatar, D., and Sengers, P. (2007). The three paradigms of hci. In Alt. Chi. Session at the SIGCHI Conference on human factors in computing systems San Jose, California, USA, pages 1–18.
Keele, S. et al. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical report, Citeseer.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004):1–26.
Kreijns, K., Kirschner, P. A., and Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational technology & society, 5(1):8–22.
Kreijns, K., Kirschner, P. A., Jochems, W., and Van Buuren, H. (2004a). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. CyberPsychology & Behavior, 7(2):155–172.
Kreijns, K., Kirschner, P. A., Jochems, W., and Van Buuren, H. (2004b). Measuring perceived quality of social space in distributed learning groups. Computers in human behavior, 20(5):607–632.
Kreijns, K., Kirschner, P. A., Jochems, W., and Van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. Computers & Education, 49(2):176–192.
McAuley, A., Stewart, B., Siemens, G., and Cormier, D. (2010). The mooc model for digital practice. [link].
Preece, J. (2001). Online communities: Usability, sociabilty, theory and methods. In Frontiers of human-centered computing, online communities and virtual environments, pages 263–277. Springer.
Sellen, A., Rogers, Y., Harper, R., and Rodden, T. (2009). Reflecting human values in the digital age. Communications of the ACM, 52(3):58–66.
Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective [electronic version]. Technical report, Retrieved 2007-06-07 from [link].
VandenBos, G. R. (2007). APA dictionary of psychology. American Psychological Association.
Weidlich, J. and Bastiaens, T. J. (2017). Explaining social presence and the quality of online learning with the sips model. Computers in Human Behavior, 72:479–487.
Weidlich, J. and Bastiaens, T. J. (2019). Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach. Computers & Education, 142:103622.
Zhao, Y., Wang, A., and Sun, Y. (2020). Technological environment, virtual experience, and mooc continuance: A stimulus–organism–response perspective. Computers & Education, 144:103721.
