Chat conversations and other types of online communication environments are widely used within CSCL educational scenarios. However, there is a lack of theoretical and methodological background for the analysis of collaboration. Manual assessing of non-moderated chat discussions is difficult and time-consuming, having as a consequence that learning…

This paper introduces an approach to analyzing temporal patterns of knowledge construction (KC) in online discussions, including consequences of role assignments. The paper illustrates the power of this approach for illuminating collaborative processes using data from a semester-long series of discussions in which 21 university students were…

In CSCL contexts ("Computer Supported Collaborative Learning") collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is…

Effective teaching in schools requires flexibility, energy and commitment. Successful teaching also requires that teachers are able to address learner's needs and understand the variations in learner's styles and approaches. Teachers can accomplish these requirements while creating an optimal teaching-learning environment by utilizing a variety of…

This paper reports on the piloting of podcasts created to support Anglophone French Immersion (FI) students in academic listening. The authors developed a series of seven English language podcasts grounded in metacognitive and L2 listening theory to provide FI students with strategies to enhance L2 listening ability and note-taking skills for…

Research into the uses of personal response systems or "clickers" shows that their use increases students' engagement levels in the classroom. In South Africa, clicker usage is still in its infancy, with little research published in the field. This study reports on 37 Graphic Design students' perceptions of the use of clickers and their…

Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into student learning experience. We contend that successful online activities need careful and meticulous…

The main purpose of this study was to identify the effects of two major components (ie, video and group discussion) of problem-based video instruction (PBVI) on college students' learning. To achieve this purpose, this study examined whether or not PBVI can improve learner satisfaction, comprehension and retention by comparing the results from…

Science centers can engage students; accommodate different learning styles and individual interests; help students become independent and confident learners; and encourage social skills among students. In this article, the author worked with third-grade students as they completed activities at learning centers during a week-long unit on simple…

A survey investigated the use of Electronic Networks for Interaction (ENFI) in composition programs, an approach using group real-time conferencing on computer networks. Real-time conferencing means that a group (from 2 to 20 participants) meets via computer synchronously and communicates in writing as a group (in one large group or in smaller…

The "Vicarious Learner" project at Glasgow Caledonian University and the University of Edinburgh is looking broadly at issues concerning the role of dialogue in learning. This paper looks at the more general question of how the value of dialogue in learning depends on the structure of the environment in which it takes place. In…

Research that identifies factors that facilitate information processing and enhance performance without reducing group confidence and decision satisfaction may influence future development of groupwork systems. This paper contains a review of the literature on cognitive and motivational issues in both group decision-making and learning contexts…

Carrying out argumentative discussion online has become rather common in higher education. This task is traditionally supported by asynchronous collaboration tools, but this paper suggests that also synchronous supports could be useful. This paper focuses on scaffolding the knowledge construction: the work of two student moderators jointly…

Describes the development of a computer-assisted college course in group performance skills (GPS) which was designed to expand the instructor's ability to monitor development of individual performance skills and assess their influence on the group output. Computer-mediated communication is explained, and its implications for distance education are…

Examines the role of a collaborative hypermedia system, called Multiple Users Creating Hypermedia (MUCH), in aiding students in the authoring process. Students were instructed to use the annotation facility of the system to comment on others' work. It was found that those who made comments were more likely to improve their own performance than…