What Design Principles Should be Considered for Problem-Driven CSCL?
PROCEEDINGS
Jihyun Si, Dongsik Kim, Hanyang University, Korea (South)
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Abstract: Unlike well-structured traditional school tasks, authentic, complex, ill-structured problems encourage sharing, and negotiating ideas among learners due to their ill-structured features. Computer supported collaborative learning environments may offer suitable places for such collaborative efforts by fostering interaction between learners. However, interaction that occurs in CSCL should not be taken for granted. All the components of collaborative learning should be taken into careful considerations to develop effective and interactive CSCL environments. Therefore, we propose design principles for problem-driven CSCL based on collaborative learning theory.
Citation
Si, J. & Kim, D. (2011). What Design Principles Should be Considered for Problem-Driven CSCL?. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2091-2096). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/39034/.
© 2011 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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