Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education

Nowadays, the learning approach in teacher education programmes emphasises forms of collaborative learning that focuses on the importance of interaction among learners in constructing knowledge (Korthagen, Klaassen & Russel, 2000). Working together while accomplishing a task can be seen as a characteristic of a powerful learning environment that aims at active knowledge construction (eg, Dillenbourg, 1999; Van Merriënboer & Paas, 2003). The present studies aimed at fostering effective collaboration within an asynchronous computer-supported collaborative learning (CSCL) environment by stimulating reflection on and moderation of collaboration processes.

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