Computer-Supported Collaborative Learning and Psychology

Abstract

In Italy there is still a diffused academic distrust the e-learning can transfer academic and professional skills especially in the field of psychology. Opponents of online teaching underline that teacher physical presence represents a “modeling asse” when transferring professional competencies which are also based on nonverbal behaviors. However, as Rudestam hypothesized, the characteristics of asynchronous CSCL may compensate the lack of nonverbal cues. Recent research has made a relevant contribution in this field, showing that CSCL can be an important tool, not only to increase knowledge on psychology, but also teach professional skills. This research also reveals that collaborative learning was effective in both learning settings, even with teachers with more or less experience. Overall, these studies, though with their limits, show that in Italy, to avoid psychology slipping behind other disciplines in online learning, CSCL could be applied to transfer knowledge and professional skills and social capital in the field of psychology.