In the first three editions of e-Learning and the Science of Instruction, we concluded that the research evidence was insufficient to offer firm guidelines regarding optimal use of computer-mediated collaborative learning. However, over the past ten years an empirical research base has grown sufficiently to warrant several principles on when and how to leverage technology for collaborative learning. Optimal learning from online collaboration will depend on appropriate decisions regarding the collaborative group, the technology, and the instructional environment. The principles we include in this chapter address the following questions:
In the past ten years new technologies, collectively called social media, such as Facebook and Twitter, have exploded in popularity. However, in terms of experimental evidence of what works best in computer-supported collaborative learning (CSCL), there remains a scarcity of experimental studies and guidelines on social media.