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Learning technologies: Affective and social issues in computer-supported collaborative learning
ARTICLE

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Computers & Education Volume 44, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.

Citation

Jones, A. & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395-408. Elsevier Ltd. Retrieved May 18, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2004.04.004

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