Titlebook: Collaborative Learning Through Computer Conferencing; The Najaden Papers Anthony R. Kaye Conference proceedings 1992 Springer-Verlag Berlin

可耕種

Eructation

Collaboration in International Online Teamsprojects on three continents. These cooperative teams engage in mutually supportive learning, as they utilize electronic mail and computer conferencing facilities, to help overcome challenges to effective communication presented by geographic isolation and time zone complexities. The groups’ experie

共同時代

Evaluation Methodologies for Computer Conferencing Applicationsltz, the Ontario Institute for Studies in Education, the Institute for the Future, the Open University, and the University of Stockholm. The advantages and disadvantages of a wide range of evaluation strategies — survey questionnaires, laboratory experiments, case studies and user interviews — are d

erythema

Computer Conferencing and Content Analysisches available in the content of CMC messages. The analytical model was developed to highlight five dimensions of the learning process exteriorized in messages: participation, interaction, social, cognitive, and metacognitive dimensions. These dimensions were chosen because they pertain to the work

形狀

Cytokines

jaunty

PATHY

The Challenge of Conferencing System Developmentems must be used if any of the benefits of computer conferencing are to materialize. Getting participation is not the job of the administrator but rather that of the software developer. This paper develops this argument, reviews the history of well-established conferencing systems, and attempts to d

insular

Metaphors and the Design of the Human Interface use of language, when we speak about these technologies. Therefore, we must use concepts and terms from domains with which we are already acquainted, and which — in some areas — are similar to these new phenomena; in other words, we must use metaphors as a means both to perceive and understand thes

insidious

Designing Human Interfaces for Collaborative Learningommunication (CMC), it can be incorporated into distance learning. This chapter describes the collaborative learning approach to be adopted in a forthcoming experimental course. It then describes the design of the interface for a CMC system to support it. Following a discussion of interface styles,