2.1. Computer Supported Collaborative Learning
CSCL is a new, active, changing, interdisciplinary, and
international field of research. It focuses on how technology can simplify the
construction and the sharing of knowledge through social interaction. In the
computer supported collaborative learning, interactions occur between students
through computers to get a better learning environment. The use of technology
assists asynchronous and synchronous communication between students who are
together as well as students who are distributed in different physical
locations (Paul and Thérèse, 2007).
The development of information and communication technologies
(ICTs) has brought different computer applications, such as e-mail, chat rooms,
video conferencing, simulations, and discussion forums which are useful for
education (Janssen et al., 2007).The study of CSCL is associated with
collaborative learning and computer supported for cooperative work (CSCW). In
CSCW, the activities can be either co-located or separated. Students or a group
of people working together communicate using a groupware, which is a software
designed to be shared collaboratively by a number of users on a computer
network, either synchronously or asynchronously. This communication creates
virtual learning environments or communities (Pea, 2002). These communities can
be created in blogs and forums.
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Chapter I: Review of the Literature
CSCL can be related to EFL context; with the use of technology
in classroom, students can learn English as a foreign language through
collaborative activities using visual aids on one hand. On the other hand,
online classrooms are created in educational platforms. To illustrate, wiki
spaces is an educational platform where students are separated but work
together on the same project.
3. The Importance of Collaborative Visualisation in the
Process of Learning
Collaborative visualisation may be considered as
collaborative learning supported by visualisation. It is used in many fields
mainly those of science, architecture, etc. Its importance in the process of
learning has been demonstrated in several researches. According to Myller
(2009), it encourages students to have meaningful conversations based on the
exchange of information. Students coordinate their efforts to understand the
topic being learned. When students are actively engaged in the activities, this
enhances learning results. After that, as it gives importance to human
interactions such as discussions, negotiations, or arguments, this develops
social skills and critical thinking (Isenberg, 2011). In accordance with what
has been said, Collaborative Visualisation is relevant to EFL at the University
because it would, somehow, train students to use English language.
4. Visual Aids
4.1. Definition of Visual Aids
According to Ghulam (2015: 226), «visual aids are
those instructional Aids which are used in the classroom to encourage students
[sic] learning process». In other words, the use of visual aids
motivates students. It encourages them to participate; therefore, learning
becomes easier because it creates an enjoyable atmosphere. In addition Burton,
cited in Ghulam (2015: 226), thinks that «Visual aids are those
sensory objects or images which
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Chapter I: Review of the Literature
initiate or stimulate and support learning».
That is, they serve as a complement to a lesson or a presentation.
Finally, visual aids are described by Kinder, (cited in Ghulam, 2015) as
«any devices which can be used to make the learning experience more
real, more accurate and more active». In other words, these tools
enable students to watch truthful contents, listen to recordings and make the
students want to participate and interact.
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