Human support in CSCL: what, for whom, and by whom?
Résumé
Human support has been widely studied in the context of traditional classroom or practitioner teaching-learning situations in which tutors support pedagogically those being tutored, sometimes referred to as tutees. The literature is too extensive to be cited here, but see Chi, Siler, Jeong, Yamauchi & Hausmann (2001) for an in -depth comparison on potential explanations for the effectiveness of tutoring, and as examples of recent specific studies see Lajoie, Faremo, Wiseman (2001) and Derry, Seymour, Lee and Siegel (in press). On the other hand, somewhat less research has been conducted on human support in computer-supported collaborative learning (CSCL) situations (but see Ashton, Roberts & Teles, 1999; Graesser, Person, Harter,& The Tutoring Research Group, 2001; Graesser, Person, & Magliano, 1995; Hudson, 1999, 1997; Kaptelinin & Cole, 1997; Katz, O'Donnell, & Kay, 2000; Light, Colbourn, & Light, 1997; Pilkington, Treasure-Jones, & Kneser, 1999; Rasku-Puttonen, Eteläpelto, & Arvaja, 1999; Schlager & Schank, 1997).
This chapter will take the form of a synthesis of and commentary on the aforementioned literature, with the goal of exploring the notion of human support in research on tutoring in general and in CSCL in particular. It is aimed both at researchers and practitioners, the latter being either teachers using CSCL or CSCL designers and programmers. It will be shown that in spite of the theoretical underpinnings of CSCL stressing the importance of co-construction in learning (Baker & Lund, 1997) and the unit of analysis as being the sociocultural setting in which activities are embedded (Kirshner & Whitson, 1997) human support is most widely represented in the literature in a quite limited sense. Firstly, it is portrayed most often solely from the tutor's point of view (Chi et al., 2001) and not as an inherent part of a co-constructed interaction (but see Derry et al. (in press), for a counter example). Secondly human support is generally seen as being given by tutors to tutees, and is not portrayed as often in other CSCL participant combinations (e.g., support given by students to students), although certain forms of peer collaboration can be seen as support and is often referred to as co-construction in the CSCL and more generally cooperative learning literature (Plety, 1996).
This chapter will take the form of a synthesis of and commentary on the aforementioned literature, with the goal of exploring the notion of human support in research on tutoring in general and in CSCL in particular. It is aimed both at researchers and practitioners, the latter being either teachers using CSCL or CSCL designers and programmers. It will be shown that in spite of the theoretical underpinnings of CSCL stressing the importance of co-construction in learning (Baker & Lund, 1997) and the unit of analysis as being the sociocultural setting in which activities are embedded (Kirshner & Whitson, 1997) human support is most widely represented in the literature in a quite limited sense. Firstly, it is portrayed most often solely from the tutor's point of view (Chi et al., 2001) and not as an inherent part of a co-constructed interaction (but see Derry et al. (in press), for a counter example). Secondly human support is generally seen as being given by tutors to tutees, and is not portrayed as often in other CSCL participant combinations (e.g., support given by students to students), although certain forms of peer collaboration can be seen as support and is often referred to as co-construction in the CSCL and more generally cooperative learning literature (Plety, 1996).
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