This descriptive study has two phases. The first phase describes the mechanism for online collaboration. The second phase quantifies collaborative interaction. The coding design was partially based on ProjectH, a research study from 1992-94 involving a large number of collaborators from several countries who worked together to study worldwide…

Using the example of Taking a Stand in Cyberspace, the authors articulate issues confronting school, community, and higher education groups as they create online discussions geared to deepen the level of student discourse about literature. Through a collaboration between the Vermont Center for the Book, the WEB Project, and six Vermont schools,…

This article describes two techniques for using debate as an instructional method with undergraduate and graduate students in a health occupations teacher education program. Faculty and students involved with the debate process enjoy the debate method and find it encourages independent study, group discussion, and leadership development. (Author)

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)

Discusses whether teachers should intervene when communication between learners of English as a Second Language breaks down and, if so, what form that intervention should take. The article concludes that teachers should resist intervention at the outset of communication problems and that any subsequent intervention must be specifically tailored to…

Reports on a translation exercise undertaken by Polish learners of English which revealed how metaphorical expressions vary between the two languages and how this variation confuses learners. Suggests that group discussion and comparison of metaphors in both languages will increase students' comprehension and use of metaphors. (nine references)…

Describes an in-class exercise using students' discussion of their answers on a multiple choice test to demonstrate the powerful effects and pervasiveness of social influence. After a brief multiple choice test, students discuss their answers with their neighbors and then answer again. Similar response patterns emerge among the participants. (MJP)

Structured academic controversy is a cooperative learning strategy that can promote learning in theoretical physical education classes at the college level. This article explains how to conduct structured academic controversy, providing examples of topics (e.g., adapted physical education, biomechanics, motor development, and sport psychology).…

Describes two federally-funded rural teacher education networking programs designed to introduce telecommunications to practicing teachers. The projects mobilized school personnel, introduced some students to information technologies, provided focus for discussions and interactions, and made administrators aware of the issues and possibilities.…

One of five articles in the second section "Deepening Relationships through PDS Brings Change in Practice," this article details some of the hard-to-discuss problems that occur in professional development school partnerships, suggesting that discussion cases can help facilitate communication. A sample discussion case is presented, with suggestions…

Assessing user needs is vital to planning and development of collection and service policies in depository libraries. Community surveys, published surveys, library internal reports, and databases are alternative sources of user information. A group process, such as the Nominal Group Technique, which creates a listening forum, may be more effective…

Presents a case study of computer-mediated communication (CMC) in a group discussion course at Marist College (New York). Highlights include advantages of CMC, including more interaction and increased learner control; efficient information access, including access to the Internet; and student attitudes toward CMC, including differences between…

Describes a program that incorporates a variety of techniques to promote and foster dialog and open communication about puberty and sexuality. The program lasts about 2 hours and accommodates from 15 to 50 parent-child teams. It includes autobiographical presentation, film, and discussion. A list of resources is included. (SM)

Discusses the importance of fostering conversation about difficult issues such as racism and injustice. Offers six guidelines for teacher facilitated group discussions in the classroom about sensitive issues that cover planning, goals, setting the stage, rules, and encouraging openness. (JB)

The impact of changing classroom grouping practices from those requiring individual outcomes to those requiring cooperative outcomes was investigated in classrooms of 15 primary (elementary) school teachers in the United Kingdom. The nature and quality of talk in the cooperative groups with 4- to 11-year-old students were examined. (SLD)