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Computer-Assisted Collaborative Learning in the Content-Based Curriculum
PROCEEDINGS

, Rutgers, The State University of New Jersey, United States

Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The paper presents the study of the impact of the innovative computer-assisted collaborative component of a language/culture course. In the first part of the paper, the course “Nature and Environment” and its computer-assisted collaborative project are presented. In completing the project, students learn the course topics by compiling e-portfolios, but also approach the material as educational facilitators, developing exercises and glossing texts for other students. The second part of the paper presents the qualitative analysis of the impact of this twofold approach on the students’ perceptions of learning. It is based on the content analysis of students’ reports taken at three stages of the course. The study results suggest that students’ perceptions of the course material became more sophisticated after collaboration on the projects; the students become gradually more attentive to and conscious of some aspects of their own learning, including learning technologies.

Citation

Pichugin, A. (2015). Computer-Assisted Collaborative Learning in the Content-Based Curriculum. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 407-409). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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