mCSCL can be considered as a specialization of the field of CSCL.
In their conceptual framework for mCSCL (Zurita & Nussbaum, 2007), the authors take an activity theory approach by building on the Engestrom's expanded Activity Theory (AT) model (Engestrom, 1999) and identify three main components of the mCSCL activity system: the Network component, the Rules and Roles component and the Collaborative Activity component spanning across so called social and technological activity dimensions.
Towards a Generic Model for Collaborative Scaffolding in mCSCL
As a result, we try to build up a collaborative service to support learning activities over MCSCL. In another respect, through this recommendation mechanism, learners can conduct social activities driven from the same interests and specialties; and further, to learn from each other based on the concept of knowledge sharing in this kind of social activities to form the so-called mobile learning knowledge networks.
Through this mechanism, we could support learning activities over MCSCL, building up learner-oriented mobile learning knowledge networks.
The teacher selects an MCSCL activity involving a set of problems and sends it through the wireless network to the students, who set to work on solving the problems collaboratively.
* Workshop on MCSCL for teachers: deals with practical application of ICT for collaborative learning support (milestone: attendance by 80% of teachers).
Although MCSCL represents a multidisciplinary research field (e.g., psychology, education, computer science), and although the importance of LGF process in succeeding the MCSCL activities, there is until date no effort to analyse the state of research on this topic.
The first one shows how forming groups in MCSCL is compared to that of traditional environments.
Second, the results of the review are presented followed by discussions of methodological issues and potential directions for future mCSCL research.
To understand mCSCL practices, a systematic review was carried out.
Even within the more general CSCL field, existing studies have been focusing on fixed, often pre-determined student groupings (such as the mCSCL
approach reported by Zurita & Nussbaum (2004a, 2004b)), perhaps for easier classroom/learning management by the facilitators (e.g., teachers) or more robust execution of collaboration scripts.