Author ORCID Identifier

Tsai - https://orcid.org/0000-0001-9188-0362

Document Type

Monograph

Publication Date

11-9-2021

Publication Title

Perspectives on Digitally-Mediated Team Learning, Educational Communications, and Technology: Issues and Innocations

First Page

19

Last Page

32

Abstract

Technology-enabled collaborative learning had been shown to be useful for improving student cognitive performance, promoting social interaction, and positive learning behavior. In this chapter, a utility to manage the logistics of group learning was explored to support collaborative learning and leverage a sense of accountability among group members. In particular, this chapter discusses efforts to (a) develop critical thinking as a general framework for classroom discourse, (b) appropriate infrastructures to support real-time/routine debate and other critical discussion and writing, and (c) develop computer support for group formation and management inclusive of peer evaluation. Based on the findings of this case study, an approach based on critical and dialectical thinking is suggested where students can take an active role in their own learning by creating and modifying their own perspectives.

Comments

This is the accepted manuscript version of a book/chapter that has been accepted for publication and is subject to Springer’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-3-030-77614-5_2

For further permission please contact the publisher, Springer, directly.

https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms

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