Learning ecosystems can benefit from mass collaboration where large numbers of minds collectively drive intellectual efforts to learn in the form of knowledge building and sharing. Mass collaborative learning represents a significant shift away from traditional teacher-centered approach towards a self-directed model in virtual communities in which contributing members take on creative roles to maximize their learning and that of their peers. In order to design, implement, and exploit such a learning approach, influencing constituents should be identified, and appropriate conditions need to be provided. This study aims to systematically review recent literature with a view to identifying relevant affecting constituents and success factors for mass collaboration and learning-namely, the type of organizational structures, collaborative learning techniques, adopted technologies, and methods for evaluating the quality of both members' performance, and co-created knowledge. Therefore, 100 related papers are collected, and their findings are critically evaluated. The results of evaluation are then addressed and discussed.
- Knowledge and information
- Mass collaboration