The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Computer-Mediated Communication Learning Environments: The Social Dimension
Abstract
The social, relational, and affective dynamics are receiving more and more attention in the study of learning processes, as cognitive, affective, and emotional dimensions of learning seem to be closely related. This kind of co-origination, borne out in the context of neurosciences, artificial intelligence, cognitive psychology, and education, has also been recognized in the field of Web-based learning. The research framework of computer supported collaborative learning (CSCL) has emphasized the role that a well-established social dimension plays in collaborative learning and group-based working within communities of learners. According to the socioconstructivist model, learning always implies a social dialogical process where individuals are mutually engaged in the construction and sharing of new knowledge (Scardamalia & Bereiter, 1994; Wenger, 1998). Pedagogical approaches based on these assumptions combine the advantages of a learning strategy that promotes deeper level learning, critical thinking, and shared understanding with those related to the development of social and communication skills (Garrison & Anderson, 2003).
Related Content
|
Nitesh Behare, Rashmi D. Mahajan, Meenakshi Singh, Vishwanathan Iyer, Ushmita Gupta, Pritesh P. Somani.
© 2024.
36 pages.
|
|
Shikha Mittal.
© 2024.
21 pages.
|
|
Albérico Travassos Rosário.
© 2024.
31 pages.
|
|
Carla Sofia Ribeiro Murteira, Ana Cristina Antunes.
© 2024.
23 pages.
|
|
Mario Sierra Martin, Alvaro Díaz Casquero, Marina Sánchez Pérez, Bárbara Rando Rodríguez.
© 2024.
17 pages.
|
|
Poornima Nair, Sunita Kumar.
© 2024.
18 pages.
|
|
Neli Maria Mengalli, Antonio Aparecido Carvalho.
© 2024.
16 pages.
|
|
|