Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context

System ◽  
2009 ◽  
Vol 37 (3) ◽  
pp. 434-446 ◽  
Author(s):  
Gang Zeng ◽  
Shigenobu Takatsuka
Keyword(s):  
Learning Environment ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Efl Context ◽  
Computer Mediated

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.

scholarly journals Coaching collaboration in a computer-mediated learning environment

2002 ◽  
Author(s):  
María de los Angeles Constantino-González ◽  
Daniel D. Suthers
Keyword(s):  
Learning Environment ◽  
Mediated Learning ◽  
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

9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 171-185 ◽  
Author(s):  
Merrill Swain ◽  
Lindsay Brooks ◽  
Agustina Tocalli-Beller
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Peer Collaboration ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Peer Dialogue ◽  
Reading Activities ◽  
Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

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.

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.

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