Articulating collaboration in a learning community
Articulating collaboration in a learning community
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阐明学习社区中的协作
DOI：
10.1080/01449290050086354
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发表时间：
2000
影响因子：
3.7
通讯作者：
John Millar Carroll
中科院分区：
文献类型：
--
作者：
George Chin;John Millar Carroll
一种常见的基于计算机的协作学习方法是简单地将现代计算机中介通信技术引入课堂，以支持指定的学习活动。这种方法假设所有学生都以类似的方式进行协作，并且当今的技术足以适应所有协作形式。这种观点是肤浅和有限的。学生在不同的学习活动中以不同的方式在不同的层次上进行协作。更详细地阐述学习中的协作对于理解和扩展协作技术的教学能力和有用性至关重要。提出了一种更清晰的分析形式的模型，该模型列举了协作学习活动的类型，并评估了如何通过不同的设计选项来支持这些活动。该分析基于实际的课堂场景和由此产生的协作需求。作者成功地将该分析模型应用于基于计算机的科学教育协作学习环境的设计中。
A common computer-based collaborative learning approach is to simply introduce contemporary computermediated communication technology into the classroom to support prescribed learning activities. This approach assumes that all students collaborate in similar ways and that presentday technology is sufficient to accommodate all collaboration forms. This view is superficial and limiting. Students collaborate in different ways at different levels on different learning activities. A more detailed articulation of collaboration in learning is crucial to understanding and extending the pedagogical capabilities and usefulness of collaborative technologies. A model is presented for a more finely articulated form of analysis that enumerates types of collaborative learning activities and evaluates how these activities may be supported through different design options. The analysis is based on actual classroom scenarios and the collaboration requirements that emerge from them. The authors have successfully applied this analysis model in the design of a computer-based collaborative learning environment for science education.