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

Jones, Ann and Issroff, Kim (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers and Education, 44(4) pp. 395–408.

DOI: https://doi.org/10.1016/j.compedu.2004.04.004

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 socioemotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.

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