Affordances of computer-supported collaborative learning platforms: A systematic review

The integration of technology in education is of concern to both researchers and to practitioners especially computer-supported collaborative learning (CSCL) which has gained a lot of interest lately. This field of research focuses on how computer-based technology can support and promote collaborative learning. Thus, research on technology and its potential use in collaborative learning play a key role in understanding and addressing issues regarding technology-blended learning. In this paper, we present a systematic review of the literature on different technology-driven platforms that support either the design, monitoring, or even motivates learners to embrace collaborative learning activities. In particular, we present a detailed analysis of 27 relevant papers that we identified in accordance with our review protocol. The review results are organized to address two research questions. Through our answers to these questions, we present the platforms or systems that have been used in collaborative learning and the affordances provided by each platform in accordance to social collaborative learning. Overall, review results indicate that while researchers have conducted several studies on this topic, there are still research gaps that need to be addressed. In addition, it was noted that although most of the used platforms or systems do not explicitly enforce or support some of the key theoretical elements of collaborative learning, analysis of the used studies reveals that collaborators are motivated by the used tools to be compliant with some of these elements.