Group cognition in computer-assisted collaborative learning.
Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning. Socio-cultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 2; pp. 79 - 91 |
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| Formato: | Journal Article |
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Wiley-Blackwell
Apr2005
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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=106639271&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106639271 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2005 vid: 21 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106639271 106639271 2005086519 10.1111/j.1365-2729.2005.00115.x 106639271 ppf: 79 ppct: 12 formats: tig: atl: Group cognition in computer-assisted collaborative learning. aug: au: Stahl G affil: College of Information Science and Technology, Drexel University, 3141 Chestnut St, Philadelphia, PA 19104; gerry.stahl@drexel.edu sug: subj: Cognition Collaboration Computer-Assisted Instruction Psychosocial Factors ab: Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning. Socio-cultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well as individuals. Various positions on this issue have been proposed and a number of theoretical perspectives have been recommended. In particular, the concept of common ground has been developed to explain how meanings and understandings can be shared by multiple individuals. This paper takes a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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