Hmelo-Silver (2003) argues that new learning environments require an innovative approach to explore the ways in which they can enhance computer supported collaborative learning (CSCL). Researchers carried out many experimental studies that may help us to understand the potential benefits of CSCL and to determine the mechanisms of collaboration in these learning environments. However, Scanlon (2011) suggests that these experimental studies are often of little use in terms of the design of educational guidelines for the development of CSCL activities. She proposes the development of a multifaceted approach to investigating computer supported collaborative learning. It involves investigating collaborative learning from a range of perspectives: the learners, the teacher or instructor and the researchers (Scanlon, 2011).
In addition, rather than considering only the outcomes of a learning experience or a snapshot of the activity, where possible, she suggests that researchers should develop a detailed picture of how individuals in a group situation interact and how those interactions develop over time (Scanlon, 2011).
Understanding how collaborative groups construct knowledge through joint activity requires investigating under what conditions collaboration is successful and when intended learning outcomes are achieved. This is by no means an easy task. For example, collaborative learning involves individuals as group members but is also concerned with activities such as the negotiation and sharing of meanings that are realized interactively by the group members. Kirshner et al (2004) argues that in a collaborative learning environment individual and group level variables mediate the learning process and therefore predefining the conditions for learning is almost impossible. These concerns require that we
study learners not only as individuals but focus on what is taking place in their interactions.