Undergraduate students’ use of course related web conferences

Wood, C.; Brown, S. and Wilson, N. (2004). Undergraduate students’ use of course related web conferences. In: Littleton, K.; Miell, D. and Faulkner, D. eds. Learning to collaborate, collaborating to learn: Understanding and promoting educationally productive collaborative work. New York, USA: Nova Science Publishers Inc.

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The study of collaborative learning has a relatively brief history, yet there have been notable changes in the nature of the research being undertaken in this field. Initially, the primary aim was to determine whether and when collaborative learning was more effective than learning alone and there is a substantial body of empirical evidence demonstrating that, whilst not an educational panacea, it can have positive effects of social interaction for learning. More recently, however, interest has shifted away from considering just the outcomes and products of collaborative work, towards analyzing the interactions themselves. This shift to a more process-oriented account of productive group-work has brought with it an interest in understanding the nature of productive talk and joint activity and researchers have attempted to identify interactional features which are important for learning and cognitive change. Researchers with different theoretical backgrounds and different methodological approaches have emphasized different facets of interaction with some highlighting the important role of conflict, others that of planning, negotiation, exploratory talk, transactive dialogue and so on.
The book brings together contributions from researchers, working across Europe and North America, who have interests in collaborative learning. The work presented here is united through the contributors’ shared desire to understand and promote educationally productive collaborative work, whilst investigating this in diverse ways, for example with respect to the particular contexts, learning communities and the age of the learners being studied…from Introduction
Table of Contents:
Chapter 1. Introduction (Karen Littleton and Dorothy Miell); Chapter 2. Collaborative Story Telling in Friendship and Acquaintanceship Dyads (Dorothy Faulkner and Dorothy Miell); Chapter 3. Reading Together: Computers and Collaboration (Karen Littleton, Clare Wood and Pav Chera); Chapter 4. Peer Collaboration and Individual Learning: Incubation, Contradiction and Collective Insight (Christine Howe, Donna McWilliam and Gillian Cross); Chapter 5. “You can see it as you wish!” Negotiating a Shared Understanding in Collaborative Problem Solving Dyads (Kristiina Kumpulainen, Sinikka Kaartinen); Chapter 6. Developing the Capacity to Collaborate (Lyn Dawes and Claire Sams); Chapter 7. Explanations and Modes of Collaboration in Tutor-Tutee Interactions at School (Karin Bachmann and Michèle Grossen); Chapter 8. Musical Collaborations (Raymond MacDonald and Dorothy Miell); Chapter 9. Conflict as a Challenge to Productive Learning during Long-Term Collaboration (Jaana Lahti, Anneli Eteläpelto and Sanni Siitari); Chapter 10. Prerequisites for CSCL: Research Approaches, Methodological Challenges and Pedagogical Development (Päivi Häkkinen, Maarit Arvaja and Kati Mäkitalo); Chapter 11. Undergraduate Students’ use of Course Related Web-Conferences (Sarah Brown, Nigel Wilson and Clare Wood); Chapter 12. Learning Communities, Communities of Practice: Principles, Technologies, and Examples (Curtis Bonk, Robert Wisher and Maria Luisa Nigrelli); Index.

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