Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

Autor/inn/en	Jones, Ann; Issroff, Kim
Titel	Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning
Quelle	In: Computers and Education, 44 (2005) 4, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2004.04.004
Schlagwörter	Cooperative Learning; Cognitive Development; Student Motivation; Student Attitudes; Computer Mediated Communication; Humanistic Education; Learning Processes; Educational Technology; Social Problems; Affective Measures + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Kognitive Entwicklung; Schulische Motivation; Schülerverhalten; Computerkonferenz; Humanistische Bildung; Learning process; Lernprozess; Unterrichtsmedien; Social problem; Soziales Problem
Abstract	This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10