Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research
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DOI：
10.1016/s0747-5632(02)00057-2
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发表时间：
2003-05-01
影响因子：
9.9
通讯作者：
Jochems, W
中科院分区：
文献类型：
--
作者：
Kreijns, K;Kirschner, PA;Jochems, W
以计算机为媒介的世界范围的网络，使一个转变，从连续的学习小组异步分布式学习小组利用计算机支持的协作学习环境。虽然这些环境可以支持沟通和协作，但研究和实地观察并不总是积极的。这篇文章的重点是可能导致这种差异的因素，集中在两个陷阱，似乎阻碍实现预期的结果，即理所当然的参与者将社会互动，因为环境使之成为可能，忽视了社会（心理）层面的预期社会互动。它探讨了社会互动，确定群体如何发展，如何健全的社会空间，其特点是群体凝聚力，信任，尊重和归属感的建立，以及如何建立一个学习的社区感。它的结论是教师和教育工作者提出的教育技术的评价，以及教育研究人员的调查结果和指导方针，以避免陷阱。(C)2003爱思唯尔科技有限公司版权所有。
Computer-mediated world-wide networks have enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning environments. Although these environments can support communication and collaboration, both research and field observations are not always positive about their working. This article focuses on factors which may cause this discrepancy, centering on two pitfalls that appear to impede achieving the desired results, namely taking for granted that participants will socially interact simply because the environment makes it possible and neglecting the social (psychological) dimension of the desired social interaction. It examines the social interactions which determine how groups develop, how sound social spaces characterized by group cohesion, trust, respect and belonging are established, and how a sense of community of learning is established. It concludes with an evaluation of educational techniques proposed by instructors and educators, as well as the findings of educational researchers and guidelines for avoiding the pitfalls. (C) 2003 Elsevier Science Ltd. All rights reserved.