An Attempt to Design Synchronous Collaborative Learning Environments for Peer Dyads on the World Wide Web

Abstract

This article describes the design, implementation, and preliminary evaluation of three synchronous distributed learning prototype systems. Each of these systems supports a particular style of interaction, referred to as a socio-activity learning model, between members of student dyads (pairs). The first two systems, Co-Working System and Working Along System, are realizations of two basic models of collaborative, one-on-one, synchronous, and networked learning, while the third one, the Hybrid System, is a combined model of the two. This work intends to identify a set of domain independent tools necessary for these models and collect information for future development through some preliminary evaluation of some experimental trials of these systems. All these systems were implemented on WWW using the computer language Java.

Enhancing Project-Based Learning Through Online Between-Group Collaboration

“…One challenge for researchers is to understand the dynamics of the collaboration process to document the contributions that occur from components of the activity system (Lee & Majors, 2003). Categories for classifying the nature of the exchanges were based upon models of verbal interaction and content analysis (Henri, 1991;Howell-Richardson & Mellar, 1996;Lee, Liang, & Chan, 1999). Categories of interaction were designated as either task-related (e.g., making suggestions, questioning or accepting ideas) or socio-affective (e.g., humor, group building, and personal criticism).…”

A Case for an Adult Educational Technology

“…This is based on sharing Information representing the educational specifications established during the preparation phase. a Co-operation facet which focuses on the actors involved in the common activity (or process) (Boloni and Marinescu 2000, Bourguin 2000, Lee et al 2000, how they coordinate their activities to be able to adapt to unforeseen circumstances and modify their methods of work accordingly: An Organisational facet whose focus is to maintain consistency with regard to its educational objectives, its conditions of interaction, ... In generat this facet is defined through the system specifications but in our context, such a facet must be satisfied and enforced during the regulation of the activity; consequently, this facet is largely dependent on the capacity of technology to implement and regulate such a cooperative Information system.…”

Learning about psychological professions with the world‐wide web

“…The majority of contemporary applications of the web to education focus on either the delivery of lessons (English & Yazdani, 1999) or promotion of cooperative learning and discussion (Lee et al, 1999;Anderson et al, 2000). The application of the publication features of the web for assisting learning have seldom been explored.…”