On Fostering a Co-Creative Process within a CSCL Framework

Building Online Communities in Higher Education Institutions

2014

Cooperative learning has evolved over the years to include computer-supported elements within traditional and virtual classrooms. In this chapter, the authors discuss a collaboration that used computer-supported collaborative learning through a socially mediated network. This collaboration served as a bridge between two universities from different countries. Not only did this collaboration link the students from each university together, but it provided language learners and pre-service student-teachers with the ability to benefit from the unique connection between them (i.e. students needing to learn language and teachers needing to practice teaching a language). They discuss the collaboration, the framework, and the format of this collaborative project. Much of this discussion is rooted in the experiences of some of the students who participated in its evolution with the intent to provide a direction for implementing such a collaboration in other institutions.

Building Collaborations between University Pre-Service Student-Teachers and English Language Students through a Socially Mediated Network

Building Online Communities in Higher Education Institutions

2014

Building Collaborations between University Pre-Service Student-Teachers and English Language Students through a Socially Mediated Network

Computational Linguistics

Effectively Utilizing a Socially Mediated Network

Curtis

Enriching Collaboration and Communication in Online Learning Communities

2020

Cooperative learning has evolved over the years to include web-mediated elements within traditional and virtual classrooms. In this chapter, authors discuss a collaboration that used computer-supported collaborative learning through an online socially-mediated network. This collaboration served as a bridge between two universities from different countries. Not only did this collaboration link the students from each university together, but it provided language learners and pre-service student-teachers with the ability to benefit from the unique connection between them (i.e. students needing to learn language and teachers needing to practice teaching a language). Authors discuss the collaboration, the framework, and the format of this cooperative learning project. Much of this discussion is rooted in the experiences of some of the students who participated in its evolution with the intent to provide a direction for implementing such a type of collaboration in other institutions.