NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
A Delineation of the Cognitive Processes Manifested in a Social Annotation Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Li, S. C.; Pow, J. W. C.; Cheung, W. C. – Journal of Computer Assisted Learning, 2015
This study aims to examine how students' learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were identified in the online environment. The time…
Descriptors: Interaction, Computer Mediated Communication, Metacognition, Regression (Statistics)
Incidence of Group Awareness Information on Students' Collaborative Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Pifarré, M.; Cobos, R.; Argelagós, E. – Journal of Computer Assisted Learning, 2014
This paper studies how the integration of group awareness tools in the knowledge management system called KnowCat (Knowledge Catalyser), which promotes collaborative knowledge construction, may both foster the students' perception about the meaningfulness of visualization of group awareness information and promote better collaborative…
Descriptors: Knowledge Management, Cooperation, Student Attitudes, Group Dynamics
Do Handheld Devices Facilitate Face-to-Face Collaboration? Handheld Devices with Large Shared Display Groupware to Facilitate Group Interactions
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Chen-Chung; Kao, L.-C. – Journal of Computer Assisted Learning, 2007
One-to-one computing environments change and improve classroom dynamics as individual students can bring handheld devices fitted with wireless communication capabilities into the classrooms. However, the screens of handheld devices, being designed for individual-user mobile application, limit promotion of interaction among groups of learners. This…
Descriptors: Computers, Cooperation, Telecommunications, Material Development
'How Did it Know We Weren't Talking?': An Investigation into the Impact of Self-Assessments and Feedback in a Group Activity
Peer reviewed Peer reviewed
Direct linkDirect link
Ulicsak, Mary H. – Journal of Computer Assisted Learning, 2004
The paper describes a model designed to support the development of children's group skills by explicitly scaffolding reflection on collaboration and providing feedback using the children's self-assessment of these skills. The model incorporates existing training schemes, including procedural prompting, assigning roles, modelling exchanges, and…
Descriptors: Feedback, Recall (Psychology), Group Dynamics, Self Evaluation (Individuals)
Evaluating the Use of Synchronous Communication in Two Blended Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Cox, Glenda; Carr, Tony; Hall, Martin – Journal of Computer Assisted Learning, 2004
Residential universities are increasingly integrating online interaction within courses in the form of synchronous online chats, asynchronous online discussions and access to interactive resources. This article evaluates the educational effectiveness of online chats within a Humanities postgraduate course and a final year Commerce course. We…
Descriptors: Cooperation, Group Dynamics, Humanities, Internet