Abstract:

Collaborative learning provides more engaged learning experiences while recognizing the potential of ICTs, as it is called Computer Supported Collaborative Learning (CSCL). Under these terms, educational institutions are being forced to restructure their teaching and learning processes in order to respond to modern educational trends. Several different models and technical tools have been developed for CSCL. In this paper, we investigate the potential of educational affordances through Moodle, as a promising innovative CSCL platform, for improving teaching and learning process for engineer students in higher education.

Particularly, this paper describes an educational scenario as a well-designed framework using collaborative strategies and activities and the findings of an empirical study from a lab course for engineers. The study was undertaken with the objective of exploring the educational affordances for the design, development and implementation of CSCL procedures in the delivery of a course in higher education. The research was orchestrated by the PjBL theory to enhance the 21st century skills, with a focus on collaboration, communication, critical thinking and creativity (4Cs), related to the experience of engineers in higher education.

The importance of this study lies in the purposive use of CSCL, facilitated by the effective combination of different delivery collaboration strategies (STAD, TPS), adapted to CSCL educational scenarios, and assessment skills based on effective communication and collaboration amongst all participants of the learning process. In addition, the present research highlights both critical thinking and creativity as key elements as well direct and interrelated factors for an effective educational process. This paper presents a proposal for delivery CSCL educational scenarios for higher education courses.

Keywords:

Collaborative learning, CSCL, educational affordances, communication, critical thinking, creativity.