Journal ArticleDOI
Maximising the language and learning link in computer learning environments
Catherine McLoughlin,Ron Oliver +1 more
TLDR
This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change.Abstract:
In studies on the implementation and educational uses of computers there are reports of changes in students’ behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995). This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives. Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.read more
Citations
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Professional identity creation: examining the development of beginning preservice teachers¿ understanding of their work as teachers
TL;DR: In this paper, the authors examined one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher, examined through a new construct, a teachers' voice.
Journal ArticleDOI
Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning
TL;DR: In this paper, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment, to teach effectively in cross-cultural online learning environments, to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds.
Journal ArticleDOI
Students' reflection on online self-correction and peer review to improve writing
TL;DR: It was revealed that reflecting on the differences between self-correction and peer review enabled students to monitor, evaluate, and adjust their writing processes in the pursuit of text improvement.
Journal ArticleDOI
Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect
Jane Seale,Alan J. Cann +1 more
TL;DR: This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students and provides some evidence that the learning technologies helped to facilitate reflection for some students.
References
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Book
Mindstorms: Children, Computers, And Powerful Ideas
TL;DR: The gears of my childhood as discussed by the authors were a source of inspiration for many of the ideas we use in our own work, such as the notion of assimilation of knowledge into a new model.
Journal ArticleDOI
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
Journal ArticleDOI
Eliciting Self‐Explanations Improves Understanding
TL;DR: This article showed that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and that prompted students who generated o large number of self-explaining (the high explainers) learned with greater understanding than low explainers.
Book ChapterDOI
The Construction of Shared Knowledge in Collaborative Problem Solving
TL;DR: This paper focuses on the processes involved in collaboration using a microanalysis of one dyad’s work with a computer-based environment (the Envisioning Machine) and shows how this shared conceptual space is constructed through the external mediational framework of shared language, situation and activity.