Remote collaboration among students using electronic mail

Wild, Rosemary H.; Winniford, MaryAnne

doi:10.1016/0360-1315(93)90018-e

Cited by 13 publications

(6 citation statements)

References 18 publications

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“…Educational models developed from a constructivist perspective (Duffy & Jonassen, 1992;Steffe & Gale, 1995) have reconceptualised the teaching/ learning process in terms of cognitive apprenticeship (Collins et al, 1989) and have proposed new directions for implementing learning environments, such as learning circles (Riel & Levin, 1990), communities of learners (Brown & Campione, 1990), and learning communities (Lin et al, 1995). By coupling such approaches with use of the World Wide Web, various interesting developments have been introduced into higher education (Rossman, 1992;Wild & Winniford, 1993;Bos et al, 1996).…”

Section: Theoretical Framework Theoretical Framework Theoretical Frammentioning

confidence: 99%

Inter‐university cooperative learning: an exploratory study

Calvani

Sorzio

Varisco

1997

Computer Assisted Learning

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This paper presents some preliminary findings from continuing action research involving university students of Education and examines the creation of a community of learners through the use of electronic media for remote collaboration. The main goal of this community was the design and implementation of a Web site about the curricula content of two parallel courses. The research focussed on the evaluation of the impact of technologies on communication processes among local peers and remote peers, and on the role of experts in the learning process. Qualitative analyses were conducted on information gathered from videorecordings of local interactions, personal portfolios, and cognitive maps. Students also completed rating scales on their perceptions of desired and actual function fulfilment (direct instruction, cognitive scaffolding, and affective scaffolding) by local and remote peers and tutors in the accomplishment of goals.

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Section: Theoretical Framework Theoretical Framework Theoretical Frammentioning

confidence: 99%

Inter‐university cooperative learning: an exploratory study

Calvani

Sorzio

Varisco

1997

Computer Assisted Learning

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“…Use of electronic meetings can decrease meeting time up to 56% (Nunamaker et al, 1989) while increasing group effectiveness and satisfaction (Aiken, 1992;Easton, George, Nunamaker, & Pendergast, 1990;Ellis, Gibbs, & Rein, 199i). The experience also enhances writing and analytical skills and helps group members to overcome the challenges of working in widely-dispersed groups (Foreman, 1991;Scheffler, 1992;Wild & Winniford, 1993). Alavi's (1994) study of 127 MBA students indicates that CSCW leads to a more positive classroom experience than is found with conventional group assignments.…”

Section: Benefits Of Groupware and Cscwmentioning

confidence: 95%

“…The questionnaire asked about experience with and use of electronic messaging, evaluation of computer conferencing for problem solving and collaborative writing, and level of satisfaction with the conference and with the group decision-making process. Questionnaire items were based on major categories of questions found in prior attitude research on groupware and CSCW (McComb, 1993;Posner & Baecker, 1993;Wild & Winniford, 1993). Item reliabilities were calculated using Cronbach's alpha as an indication of internal consistency.…”

Section: Methodsmentioning

confidence: 99%

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Groupware and Computer-Supported Cooperative Work in the College Classroom

Scalia

Sackmary

1996

Business Communication Quarterly

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Groupware is a recent development in the on-going search to improve corporate communication and decision-making processes. This study examines a classroom application of groupware for computer-supported cooperative work, consisting of problem solving, decision making, and development of group reports. Survey results indicate that student groupware users are generally satisfied with member contributions and group output but are less satisfied with software-supported, decision-making processes. The study suggests that groupware is a powerful communication tool for support of work groups but that it may not, in itself, solve the basic problems of getting people to work together effectively and productively.

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“…The tutors' presence Wizer and Beck (1996) found that the roles of faculty and students were altered in the online setting so that courses become more learner driven and students more proactive. Wild and Winniford (1993) add:…”

Section: 4mentioning

confidence: 99%

Computer-mediated communication in adult education

Denning

Davis

2000

Communications and Networking in Education

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In this paper we consider one asynchronaus computer conference and begin to define, within this context, some of the issues which set the virtual classroom apart from the traditional classroom. The repercussions of using a text-based medium are profound. We have focused on the ways that silence is experienced; the equality which occurs when all participants are dependent on the written word; and the added importance attributed to tutor comments as a result of being written. We have also considered a broader definition of the role of the conference moderator after Berge (1995) in order to continue the process of enquiry into the possibilities of the role.

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Remote collaboration among students using electronic mail

Cited by 13 publications

References 18 publications

Inter‐university cooperative learning: an exploratory study

Inter‐university cooperative learning: an exploratory study

Groupware and Computer-Supported Cooperative Work in the College Classroom

Computer-mediated communication in adult education

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