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Tsai -

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

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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.


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