**2. Computer-supported collaborative learning environment (CSCL)**

Collaborative learning is a global concept for a variety of pedagogical approaches involving joint intellectual effort by learners, or learners and teachers together [16]. Specifically, collaborative learning is based on the idea that education is surely a social act in which the learners talk among themselves [10]. A group of learners engaged in collaborative learning works together to fulfill shared aims ([9]: p. 365). Furthermore, collaborative learning is based on the model that information can be formed within a population where members actively react by sharing expertise and take on asymmetry roles ([17]: p. 330). In addition, it involves the reciprocal engagement of learners in a arranged effort to solve the problem together, and leads to critical thinking, shared understanding, deeper level learning, and long-term retention of the educated material ([18]: p. 337). Knowledge construction promotes in a collaborative learning environment where learners communicate by sharing data in groups for solving given works ([19]: p. 216). Lehtinen et al. [20] discusses that preparing students for participation in a networked, knowledge society in which information will be the generality critical resource for social and economic development is one of the basic requirements for learning in future. CSCL is one of the most favorable innovations to improve education and learning with the help of modern knowledge and communication technology. CSCL is an emerging branch of the education sciences concerned with studying how learners can learn jointly with the help of computers ([21]: p. 409). Thus, computer-supported collaborative learning enables all learners to express themselves and make considerable contributions to the final work ([22]: p. 356). Besides, CSCL is as a dynamic, international, and interdisciplinary field of research focused on how technology can ease the sharing and creation of information and expertise during peer interaction and group education processes ([23]: p. 67). Online collaborative learning permits discussion to happen at greater depth where information can be constructed remotely ([19]: p. 216).

The primary purpose of computer-supported collaborative learning is to supply non-task situations that allow social, off-task communication (e.g. casual communication) and that ease and increase the number of impromptu encounters in work and non-work contexts during the inclusion of persistent presence and consciousness over time and space of the other members of the distributed learning group ([18]: p. 349). Furthermore, the field of it is increasingly becoming a trans-disciplinary field of inquiry inclusive educational technology, educational psychology, cognitive science, computer science, communication, epistemology, augmented reality, and virtual reality ([23]: p. 67). Overall, this scope draws heavily on knowledge theories such as social cognitivist learning and constructivist theories. With respect to social interaction that is main to collaborative learning, collaborative learning builds onto the cultural theory and socio theory where a causal connection exists among social interaction and personal cognitive change ([24]: p. 193 and [19]: p. 217).

Furthermore, computer-supported collaborative learning environments contain synchronous and asynchronous software, communication tools, and shared workspaces ([25]: p. 111). CSCL also contains reactive group learning, social construction of knowledge, deep learning, sustained critical dialog, and competency-based education. More specifically, CSCL is known as education based on the acquisition of information, skills, and attitudes, as well as to the application in an ill-structured environment [71]. Besides, CSCL focuses on embracing group education, constructivist learning, critical thought, and competency-based learning and confirms social interaction [26, 27].

Shukor et al. [19] discusses that previous studies found that learners chose to share and compare the available data rather than progressing to construct new information through collaborative discussions. It shows that learners resort to interact at the level of rapid consensus, where learners resort to accept peers' opinions not necessarily, for they agree with each other, only merely to speed the discussion. Besides, CSCL environments promotes their potential to support current insights in instruction and learning that depend heavily on the social interaction between the group members [27]. In addition, CSCL is significant to confirm the fact that utilize of technology in educational environments should be based on the prevalent learning theories [28], which in turn applies to computer-supported collaborative learning environment as a form of technology employment in the learning process.

Education according to situated educational theory, for instance, is not merely an acquisition of information by students; only rather, it is primarily an operation of social participation [29]. The important implications of this theory with regard to computer-supported collaborative learning environment are summarized in the fact that it confirms the social context and participation in education. While education according to Sociocultural Theory happens at premier, in a social form during the interaction with the social environment more than its occurrence in an individual way [30]. Implications of such theory are summed up in what is so called social situation and participation computer-supported collaborative learning environment. Among the applications of this theory are social networking, forums, RSS [31]. The hypothesis of Dialog education can be summed up in "education is embedded in dialogue among different cognitive regimes" statement [32]. Reliance on communication and interaction is the most significant implication of this hypothesis. Communication between learners and collaborative task are the most significant applications of dialog education hypothesis [31].

Many of the researches conducted in this scope showed that utilize of computersupported collaborative learning environment was emboldening and effective in developing students' achievement and skills. Baharudin and Harun [33] aimed to identify the better pattern of interaction that occurs in computer-supported collaborative learning environment that helps to maximize learners' critical thinking skills and achievement. Results showed that computer-supported collaborative learning environment improved learners' performance and their conception in the "Programming Language Concepts and Paradigms" course. CSCL also amended their level of critical thinking skills. Matthee et al. [58] confirmed also that computer-supported collaborative learning can be effectively performed in an IS learning environment and can be used to fulfill specific aims apart from simply promoting the learning process. CSCL could develop students' communication skills; prepare learners for task environment, enable higher education institutions to share certain workloads and work effective to utilize of their scarce resources. Dewiyanti et al. [34] purposed to earn response from distance learners on their experiences with collaborative learning in asynchronous CSCL environments. Results showed that the distance students appreciated the opportunities to task collaboratively. They presented positive practices and were quite contented with collaborative

**17**

*Multimedia: Different Processes*

skills.

*DOI: http://dx.doi.org/10.5772/intechopen.81987*

**3. Mobile learning (M-learning)**

learning. Results as well proved that group show influences group operation regulation and group cohesion influences learners contentment with collaborative learning. Ada [35], confirmed that utilize of computer-supported collaborative learning environment created some good skills that supported learner-centered learning and prepared learners to be lifelong learners. Iinuma et al. [36] presented that administering computer-supported collaborative learning improved learners` awareness in collaborative practices such as interpersonal practices, inquiry practices and group management practices, as well as CSCL raised their dependability level of computer

M-learning is an expression that has been utilized widely in several places all over the world [72]. M-learning has been supported to be utilized in tertiary institutions because of a set of factors like the availability of mobile phones, their ability to motivate learners, and the freedom and privacy they supply to share data. It is defined as electronic learning that utilizes portable devices or learning connected to a portable device, Laouris & Eteokleous [28]. M-learning is fundamentally based on mobility of technology, mobility of students and mobility of education that augments the tertiary institutions [37]. Tertiary institutions are these days facing the reality of the speedy development and diffuse of mobile phones, which are considered one form of those mobile devices utilized for electronic learning all over the world. It is noteworthy that development has included a raise in both mobile phones speed and store capacity. On the other hand, the continuous decline in prices has resulted in the great diffuse of these mobile phones making them one major component of most students' daily lives. More specifically, mobile phones are not accessory anymore; they are incorporated like our wear [38]. Arguably, it is fact that mobile phones are fundamentally utilized for completely communication objectives. Besides, some lecturers have begun to consideration them as a core educational activity in tertiary institutions [37]. The number of those lecturers and learners who have begun to utilize them as an instruction or learning tool is growing extremely. Most learners have begun overcoming their difficulties related the place and time of sessions through the effective utilization of their mobile phones or what has been so called M-learning. Lecturers, on their turn have begun to consider seriously of providing their learners with the instruction materials and activities via their mobile phones. Thus, students have exceedingly accepted M-learning. Specifically, learning through M-learning is exceedingly accepted by the student community for its application in addition to its philosophy and standards [33, 39]. Furthermore, the instruction- learning materials should be re-prepared, developed, and carried out in a way that adapts this new type of education and makes it most effective. The improvement in technology utilized in today's mobile phones qualify them to be pedagogical as well as communicational tools. Besides to their major purpose, mobile phones, are these days utilized to send and receive pedagogical messages via text, voice or even forms [40]. In addition, mobile phones and consequently M-learning ease accessing various pedagogical resources on Internet and help developing and making interesting instruction content that can be utilized inside or outside schoolroom [41]. M-learning can deliver the right knowledge to the right learner at the right time better than any other learning/instruction technology yet designed [33]. In addition, learners' interest to utilize all available resources of M-learning via their mobile devices and Personal Digital Assistants (PDAs) to access data anytime and anywhere has as well played an important role in the success of M-learning prevalence [42]. In other words, M-learning not only fosters

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

significant applications of dialog education hypothesis [31].

Many of the researches conducted in this scope showed that utilize of computersupported collaborative learning environment was emboldening and effective in developing students' achievement and skills. Baharudin and Harun [33] aimed to identify the better pattern of interaction that occurs in computer-supported collaborative learning environment that helps to maximize learners' critical thinking skills and achievement. Results showed that computer-supported collaborative learning environment improved learners' performance and their conception in the "Programming Language Concepts and Paradigms" course. CSCL also amended their level of critical thinking skills. Matthee et al. [58] confirmed also that computer-supported collaborative learning can be effectively performed in an IS learning environment and can be used to fulfill specific aims apart from simply promoting the learning process. CSCL could develop students' communication skills; prepare learners for task environment, enable higher education institutions to share certain workloads and work effective to utilize of their scarce resources. Dewiyanti et al. [34] purposed to earn response from distance learners on their experiences with collaborative learning in asynchronous CSCL environments. Results showed that the distance students appreciated the opportunities to task collaboratively. They presented positive practices and were quite contented with collaborative

social interaction [26, 27].

Furthermore, computer-supported collaborative learning environments contain synchronous and asynchronous software, communication tools, and shared workspaces ([25]: p. 111). CSCL also contains reactive group learning, social construction of knowledge, deep learning, sustained critical dialog, and competency-based education. More specifically, CSCL is known as education based on the acquisition of information, skills, and attitudes, as well as to the application in an ill-structured environment [71]. Besides, CSCL focuses on embracing group education, constructivist learning, critical thought, and competency-based learning and confirms

Shukor et al. [19] discusses that previous studies found that learners chose to share and compare the available data rather than progressing to construct new information through collaborative discussions. It shows that learners resort to interact at the level of rapid consensus, where learners resort to accept peers' opinions not necessarily, for they agree with each other, only merely to speed the discussion. Besides, CSCL environments promotes their potential to support current insights in instruction and learning that depend heavily on the social interaction between the group members [27]. In addition, CSCL is significant to confirm the fact that utilize of technology in educational environments should be based on the prevalent learning theories [28], which in turn applies to computer-supported collaborative learning environment as a form of technology employment in the learning process. Education according to situated educational theory, for instance, is not merely an acquisition of information by students; only rather, it is primarily an operation of social participation [29]. The important implications of this theory with regard to computer-supported collaborative learning environment are summarized in the fact that it confirms the social context and participation in education. While education according to Sociocultural Theory happens at premier, in a social form during the interaction with the social environment more than its occurrence in an individual way [30]. Implications of such theory are summed up in what is so called social situation and participation computer-supported collaborative learning environment. Among the applications of this theory are social networking, forums, RSS [31]. The hypothesis of Dialog education can be summed up in "education is embedded in dialogue among different cognitive regimes" statement [32]. Reliance on communication and interaction is the most significant implication of this hypothesis. Communication between learners and collaborative task are the most

**16**

learning. Results as well proved that group show influences group operation regulation and group cohesion influences learners contentment with collaborative learning. Ada [35], confirmed that utilize of computer-supported collaborative learning environment created some good skills that supported learner-centered learning and prepared learners to be lifelong learners. Iinuma et al. [36] presented that administering computer-supported collaborative learning improved learners` awareness in collaborative practices such as interpersonal practices, inquiry practices and group management practices, as well as CSCL raised their dependability level of computer skills.
