Mother’s, father’s regulation and child’s self-regulation in a computer-mediated learning situation

2008 ◽  
Vol 23 (1) ◽  
pp. 95-115 ◽  
Author(s):  
Nathalie Nader-Grosbois ◽  
Sylvie Normandeau ◽  
Marcelle Ricard-Cossette ◽  
Germain Quintal
Keyword(s):  
Self Regulation ◽  
Mediated Learning ◽  
Learning Situation ◽  
Computer Mediated

Adolescents� Computer Mediated Learning And Influences On Interpersonal Relationships

2010 ◽  
Vol 3 (3) ◽  
pp. 35-43
Author(s):  
Lence Miloseva ◽  
◽  
Thomas Page ◽  
Miika Lehtonen ◽  
Jozefina Marelja ◽  
...  
Keyword(s):  
Interpersonal Relationships ◽  
Mediated Learning ◽  
Computer Mediated

The Agile Teaching Library

2013 ◽  
pp. 191-206
Author(s):  
Mariela Gunn ◽  
Elizabeth W. Kraemer
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Processes ◽  
Mediated Learning ◽  
Technology Infrastructure ◽  
University Campuses ◽  
Information Literacy Instruction ◽  
Informed Decisions ◽  
Computer Mediated ◽  
Agile Teaching

This chapter discusses several models of integrating information literacy instruction into computer mediated learning processes on university campuses with an eye towards the sustainability of each model, its advantages and limitations, as well as its demands on both personnel and the institution as a whole. We strive to provide professionals with the insights to make informed decisions suitable for their context in terms of pedagogical outcomes, organizational resources, and technology infrastructure.

Computer Mediated Learning

2011 ◽  
pp. 73-86
Author(s):  
Alison Ruth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Learning Theory ◽  
Computer Mediated Communication ◽  
Online Learning Environment ◽  
Mediated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Communication Needs

This chapter proposes that Burke’s (1969) dramatistic analysis using the Pentad (act, scene, agent, agency, purpose) is a valuable methodological tool for investigating how learning theory offers a better understanding of mediated learning environments. It is argued that this framework provides a coherent and comprehensive consideration of learning and communication mediated by electronic means. Research into computer mediated communication needs to acknowledge the intertwining notion of the agents, acts and agency (mediation) within a specific scene, particularly in an online learning environment. Burke’s (1969) work provides a useful framework for discussing and describing a mediated environment and appears to be a valid framework within which to analyze different learning and communicative environments.

Social Self-Regulation in Computer Mediated Communities

2010 ◽  
pp. 1932-1946
Author(s):  
Christopher Goldspink
Keyword(s):  
Self Regulation ◽  
Social Self ◽  
Cognitive Mechanisms ◽  
Computer Mediated ◽  
Wiki Technology ◽  
Linguistic Cues ◽  
History Of ◽  
On Line ◽  
Governance Processes

This article documents the findings of research into the governance mechanisms within the distributed on-line community known as Wikipedia. It focuses in particular on the role of normative mechanisms in achieving social self-regulation. A brief history of the Wikipedia is provided. This concentrates on the debate about governance and also considers characteristics of the wiki technology which can be expected to influence governance processes. The empirical findings are then presented. These focus on how Wikipedians use linguistic cues to influence one another on a sample of discussion pages drawn from both controversial and featured articles. Through this analysis a tentative account is provided of the agent-level cognitive mechanisms which appear necessary to explain the apparent behavioural coordination. The findings are to be used as a foundation for the simulation of ‘normative’ behaviour. The account identifies some of the challenges that need to be addressed in such an attempt including a mismatch between the case findings and assumptions used in past attempts to simulate normative behaviour.

An Affective Computer-Mediated Learning for Persons with Motor Impairments

2016 ◽  
pp. 779-825
Author(s):  
Nia Valeria ◽  
Lau Bee Theng
Keyword(s):  
Motor Impairment ◽  
Affective Learning ◽  
Learning Model ◽  
Mediated Learning ◽  
Motor Impairments ◽  
Post Intervention ◽  
Good Communication ◽  
Children’S Learning ◽  
Computer Mediated ◽  
Children's Learning

In education, it is important to have good communication and interaction between educators and learners to promote a conducive learning environment. However, this is rather difficult for the children with motor impairments, such as children with Cerebral Palsy and Autism. Their learning problems arise due to their motor impairment coupled with speech and intellectual impairments. As a result, children with motor disabilities require more time and attention in learning. To assist the children's learning, this chapter proposes an affective computer-mediated learning model which adapts to learners' emotions where it has an educator representation (i.e. a virtual tutor) to deliver the learning materials and interact with a child in one-to-one learning. The virtual tutor communicates with the child by responding to his/her facial expressions. Post-intervention experiments were carried out to evaluate the performance of the affective computer-mediated learning model. The overall results showed that the proposed affective learning model is able to assist the children's learning.

The New "Space" of the University in the Digital Age

2011 ◽  
pp. 1334-1338
Author(s):  
Carl A. Raschke
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Styles ◽  
Digital Age ◽  
Traditional Schools ◽  
Mediated Learning ◽  
Face To Face ◽  
Computer Mediated ◽  
New Space ◽  
The University

While critics of the new computer-mediated learning styles utter jeremiads about the impending apocalypse of higher education in general, technophiles argue that the changes are all salutary. In fact, some see no difference between faculty cultures and online and traditional schools (Johnstone, 2001). In the same vein, the proliferation of digital classrooms across the instructional spectrum and online learning have touched off a firestorm of controversy concerning the “effectiveness” of new computer-mediated pedagogies versus traditional face-to-face, or “presential,” instruction. Various studies have been conducted and the findings circulated (Smith, Smith, & Boone, 2000).

Cognitive Early Education

2020 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Problem Solving ◽  
Executive Functions ◽  
Early Education ◽  
Self Regulation ◽  
Learning Tools ◽  
Mediated Learning ◽  
Cognition And Learning ◽  
The Mind

Cognitive early education, for children between ages 3 and 6 years, is designed to help learners develop and apply logic tools of systematic thinking, perceiving, learning, and problem-solving, usually as supplements to the content-oriented preschool and kindergarten curricula. Key concepts in cognitive early education include metacognition, executive functions, motivation, cognition, and learning. Most programs of cognitive early education are based on conceptions of cognitive development attributed to Jean Piaget, Lev S. Vygotsky, A. R. Luria, and Reuven Feuerstein. Piagetians and neoPiagetians hold that children must construct their personal repertoire of basic thinking processes on the basis of their early experience at gathering, assimilating, and reconciling knowledge. Vygotskians and neoVygotskians believe that cognitive development comes about through adults’ mediation of basic learning tools, which children internalize and apply. Adherents to Feuerstein’s concepts likewise accord a prominent role to mediated learning experiences. Followers of Luria believe that important styles of information processing underlie learning processes. Most programs emphasize, to varying degrees, habits of metacognition, that is, thinking about one’s own thinking as well as selecting and applying learning and problem-solving strategies. An important subset of metacognition is development and application of executive functions: self-regulation, management of one’s intellectual resources. Helping children to develop the motivation to learn and to derive satisfaction from information processing and learning is an important aspect of cognitive early education. Widely used programs of cognitive early education include Tools of the Mind, Bright Start, FIE-Basic, Des Procedures aux Concepts (DPC), PREP/COGENT, and Systematic Concept Teaching.

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