​Question 3. Provide specific examples of how CSCL instructional approaches might be implemented in K-12, higher education, or corporate environments.
 
                 Computer-Supported Collaborative Learning CSCL consist of the use of technology to support the students in their learning activities and it has a solid base in collaborative learning environment (Barros-Castro, Cordoba-Pachon, & Pinzon-Salcedo, 2014)
            In this world of constant changes people are using computers to help them in various ways.  It is not different in the educational system, in that system computer-supported learning is in the center of the learning environment of k-12 it can be implemented to support learning.  For example:  Using computers in the classroom, teachers can help students work together in front of a computer with the computer acting as a tool to support face-to-face collaboration. Talking about collaboration Spector et al. (2014) explains: “Collaboration can be encouraged through appropriate tasks and communication technology”. (Spector et al., 2014 p. 406).
            Additionally, students can work from a distance as liberty uses computers or other devices as mediation tools for communication and digital learning. Teachers also can use platforms to organize learning, or as authoring tools for building knowledge.  One example of a platform is Khanacadem.org it has a premade flipped classroom that could be integrated into any classroom. They premade videos for free, all the k-12 topics, including computer programming, hour of Code, Computer science and Computer animation.
To conclude, organizations likewise can create a work-based learning culture that includes informal structures to support the explicit design of learning.
The organization can motive a culture of sharing knowledge trough social media and sharing collaborative learning focused on people.
Stahl and Hesse (2006) argued “Collaborative learning is distinguished from organizational learning and individual learning by the knowledge that develops through interactions within groups that are supported by Social Media or other interactive technology” (Stahl, G., & Hesse, F. (2006).
 
References
Barros-Castro, R.A., Córdoba-Pachón, J.R. & Pinzón-Salcedo, L.A. Syst Pract Action Res (2014) 27: 265. https://doi-org.ezproxy.liberty.edu/10.1007/s11213-013-9279-7
Spector, M., Merrill M., Elen J., & Bishop M. (2014). Handbook of research on educational communications and technology. (4th ed.) New York, NY. Springer.
Stahl, G., & Hesse, F. (2006). Social practices of computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 1(4), 409-412. doi:10.1007/978-1-4614-1740-8

​Simonson's Equivalency Theory
Simonson (2015) states Moore (1994) was concerned that maybe “distance education would be hindered by the lack of attention, according to Simonson et al. (2015) Moore (1994) indicate that this area distance education had a need to be described and be defined in the field.
Simonson et al. (2015) talking about the equivalency Theory states that the learning outcome from an online course should be is equivalent compared to the learning outcome from a traditional classroom. Further, Simonson argued, “it needs to be equivalent, rather than identical”. (p. 50) This statement is real, it can’t be identical for a lot of reasons, for example, the learners are in different environments, the distance learner is separated and not together in the same space even though they are “together” in the same class. the instructor’s instructions can be different too. However, the course, the opportunities to learn must be equal, and the course must be the well-designed.
If the course is well designed Simonson and Schlosser (1999) said: “the potential Leaner will reach the course’s instructional objective”.
What does this mean? Well, the professional educators involved in distance education programs must work effectively to develop a course that provides the same experience of a traditional course, better said, it should be the same equal value. The key will be to make good course development with the objective to reach the learner and make sure the learning occurs.
How might it affect how universities or K–12, handle development, implementation, and management of a distance learning program?
Well, if the course is well designed, well implemented, the instructors well prepared, and the online student receiving the same resources as the students in the traditional classroom, then Distance education will achieve the objective and each one of the students will be prepared to learn the first-century skills.
 
References
Moore, M. (1994). Autonomy and interdependence. The America Journal of Distance Education. 8(2).1-5.
Simonson, M., Schlosser, C., & Hanson, D (1999). Theory and distance education: A new discussion. American Journal of Distance Education, 13(1),60-75. Doi:10.1080/08923364990952701
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. (6th ed.) Boston, MA: Allyn & Bacon. ISBN: 9781623967987