Collaborative Computing Empowers Learner-Centered Learning Communities: Mechanisms, Pathways, and Evaluation

DOI

10.2991/978-2-38476-551-5_39How to use a DOI?

Keywords

Collaborative Computing; Learner-Centered; Learning Community; Mechanism Construction; Implementation Pathway; Effect Evaluation

Abstract

In the new era, talent demand focuses on innovation capabilities and comprehensive literacy. The traditional "teacher-centered" model has inherent limitations—insufficient student initiative, disconnected teaching content, and simplistic evaluation—along with transformation obstacles like lacking self-directed learning habits, scarce teaching resources, and difficult multi-dimensional evaluation, gradually mismatching talent cultivation needs. Collaborative computing, with distributed collaboration, cross-temporal/spatial interaction, and resource integration, provides core support for learner-centered learning communities. Taking students as the main body, these communities build a new teaching ecology via collaborative computing, fostering innovative literacy and all-round development through knowledge-practice integration. This paper explores their construction mechanisms and pathways from five dimensions, offering theoretical and practical guidance for high-quality education and nurturing era-needed talents.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Wenjia Xie
AU  - Bin Xue
AU  - Zixi Xu
PY  - 2026
DA  - 2026/03/26
TI  - Collaborative Computing Empowers Learner-Centered Learning Communities: Mechanisms, Pathways, and Evaluation
BT  - Proceeding of 2025 8th International Conference on Humanities Education and Social Sciences (ICHESS 2025)
PB  - Atlantis Press
SP  - 343
EP  - 352
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-551-5_39
DO  - 10.2991/978-2-38476-551-5_39
ID  - Xie2026
ER  -