Portraits of Learners: an Ethnographic Study of Computer-Supported Collaborative Learning (CSCL) Practices

The need for innovation drives organisations to pursue global, interdisciplinary projects and expand in several directions simultaneously. This presents educators with the challenge to prepare graduates for global competitiveness and collaboration. The need for fostering educational excellence, alongside the increasing availability of collaborative technologies (CTs), has led to a growing interest in computer-supported collaborative learning (CSCL) practices. The research draws from an exploratory field study in postgraduate business education and attempts to address the question: 'how do CSCL practices affect student engagement and the learning outcomes?' In particular, the paper explores how CSCL tasks (such as collaborating through videoconferencing and participating in a group blog) engage learners and help them develop the diverse skills necessary for being successful in their future careers. The paper further explores how individual learning preferences and different motivational mechanisms affect student engagement and attempts to identify the range of 'learner profiles' prominent in this context. To examine these aspects in depth an ethnographic study was conducted. Students were observed in their natural environment while using CTs and participating in collaborative activities. In addition, the research draws from data collected through focus groups where students talk about their experiences regarding learning in groups, their individual learning preferences, and what motivates their level of engagement with CSCL activities. Finally, students working via videoconferencing were recorded on video for a detailed analysis of their social learning practices. The findings illuminate the important role that CSCL tasks, learning profiles, and teaching strategies play for regulating student engagement and achieving the learning outcomes. This highlights the significance of managing student expectations, addressing student diversity, and continuously evaluating the effectiveness of the teaching strategies used. The findings are analysed with a view to identify the key features of successful pedagogical models which emphasise learner inclusivity, participation, and motivation.