There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a non-experimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.

中文翻译：

---

计算机支持的协作学习中的交互：实施阶段分析

远程教育中的交互框架有广泛的研究，计算机支持的协作学习 (CSCL) 的研究也侧重于建立交互模型。然而，仍有研究要做，以确定配置交互的元素，以建立一个与学习目标一致的集成框架。本研究的目的是了解在 CSCL 实施阶段配置有效交互的关键要素，并分析在协作学习过程中发生的不同类型的交互。该研究是在非实验定量方法下设计的，106 名学习者在参与实施 CSCL 的 5 个不同高等教育科目后回答了问卷。结果的析因分析证明，为了达到知识融合，学生在协作的实施阶段确定了三种必要的互动类型：认知互动、社会互动和组织互动。因此，希望促进有效 CSCL 的教师和机构应该牢记学习目标以及在协作学习的设计、实施和评估阶段交织在一起的社会和组织方面。