By Francesca Pozzi, Donatella Persico
Collaboration is, up to now, greatly followed for aiding studying techniques, either in face-to-face and in digital studying contexts. besides the fact that, know-how profoundly adjustments the character of human interactions and, hence, additionally adjustments the character of the collaborative studying technique, yielding more than a few new possibilities and difficulties. ideas for Fostering Collaboration in on-line studying groups: Theoretical and useful views offers a centred review of the peculiarities of on-line collaborative studying techniques through taking a look at the concepts, tools, and strategies used to help and increase debate and alternate between friends. delivering an in depth dialogue of the layout, administration, tracking, and evaluate of studying approaches, this paintings studies concerns from either a theoretical and sensible standpoint and contains methodological contributions in addition to views on genuine reviews.
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Collaboration is, so far, generally followed for assisting studying strategies, either in face-to-face and in digital studying contexts. despite the fact that, know-how profoundly alterations the character of human interactions and, as a result, additionally alterations the character of the collaborative studying procedure, yielding a variety of new prospects and difficulties.
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Additional resources for Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives
At the end of the activity, each group was asked to publish the result of their work and the three ordered lists were compared with one available on the web. The latter list was provided to students by clarifying that this was not the only possible solution, and that, provided that the argumenta- 7 Task, Teams and Time Table 4. Instructions for Group C Welcome Group C! Have you read the problem description attached to my previous document? YES? Then we can start! Attached to this message you will find a list of 15 objects.
In this learning scenario, learners have a permanent connection to one another throughout the learning process via a shared application on their screen. They communicate either by typing statements or sentences when using computer chat or by speak- Supporting Virtual Collaborative Learning Using Collaboration Scripts and Content Schemes ing into a microphone during videoconferencing (see Ertl, Fischer, & Mandl, 2006). Such scenarios enable frequent learner interaction. When the computer provides asynchronous communication, learners often communicate through discussion boards in the learning environment.
2004). Split where interaction should happen - A model for designing CSCL scripts. In Proceedings of the “Special Interest Meeting 2004 of EARLI SIG 6 and SIG 7”, Tuebingen, 2004. , & Hong, F. (2008). The Mechanics of Macro Scripts. International Journal of Computer-Supported Collaborative Learning, 3(1), 5–23. , & Jermann, P. (2007). Designing interactive scripts. , & Haake, J. ), Scripting computersupported collaborative learning: Cognitive, computational and educational perspectives (pp. 276–301).
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