Awareness of cognitive and social behaviour in a CSCL environment.
Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning ( CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 1; pp. 59 - 78 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103870737&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103870737 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2015 vid: 31 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103870737 100273836 10.1111/jcal.12084 103870737 ppf: 59 ppct: 19 formats: tig: atl: Awareness of cognitive and social behaviour in a CSCL environment. aug: au: Kirschner, P.A. Kreijns, K. Phielix, C. Fransen, J. affil: Open University of the Netherlands sug: subj: Cognition Evaluation Social Behavior Evaluation World Wide Web Collaboration Learning Methods Group Processes Outcomes of Education Computer-Assisted Instruction Conceptual Framework Educational Theory Teamwork Virtual Reality Human ab: Most distributed and virtual online environments for and pedagogies of computer-supported collaborative learning ( CSCL) neglect the social and social-emotional aspects underlying the group dynamics of learning and working in a CSCL group. These group dynamics often determine whether the group will develop into a well-performing team and whether a sound social space emerges. Using a theory-based CSCL framework, two studies evaluated whether two tools, Radar and Reflector, supported cognitive, social and socio-emotional aspects of team development, encouraging promotive interaction and group processing in the teams. While not affecting product quality, tool use did lead to groups who perceived their team as being better developed, as having higher levels of group satisfaction and lower levels of conflicts. The results support that promotive interaction and group processing was increased by using Radar and Reflector. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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