scholarly journals Towards a communicative model of collaborative web-mediated learning

2000 ◽  
Vol 16 (1) ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Critical Theory ◽  
Interaction Process ◽  
Mediated Learning

<span>This paper reports research investigating web-mediated collaborative learning as a social interaction process from a critical theory perspective. A communicative model of collaborative learning is proposed to help instructors analyse and improve the practice of collaborative learning. The model can also be used as a methodological instrument for inquiry into web-mediated collaborative learning.</span>

A Critical Inquiry into Web-Mediated Collaborative Learning

2000 ◽  
pp. 307-326 ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Field Study ◽  
Empirical Data ◽  
Communicative Action ◽  
Interaction Process ◽  
Learning Processes ◽  
Critical Approach ◽  
Critical Perspective ◽  
Communicative Practices

This chapter presents a critical approach to collaborative learning viewed as a social interaction process. Based on Habermas’ theory of communicative action, the chapter proposes a communicative model of collaborative learning with the aim to enhance understanding of communicative practices in Web-mediated collaborative learning situations and to provide a methodological instrument for the analysis of concrete learning processes. Drawing on the empirical data from a field study the chapter illustrates how the communicative model of collaborative learning can be applied to analyse not only what linguistic interactions among students mean but also what they produce in a particular learning situation. The chapter concludes by summarising possible implications of this critical perspective and the communicative model of collaborative learning on both practical pedagogy and empirical research in Web-mediated environments.

scholarly journals Evaluating a communicative model for web mediated collaborative learning and design

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Information Overload ◽  
Systematic Evaluation ◽  
Bulletin Board ◽  
Mediated Learning ◽  
Electronic Bulletin Board ◽  
New Learning Environments ◽  
Pedagogical Research

Collaborative learning and its associated processes of social interaction have been given increasing emphasis in innovative education as pedagogical research has established the importance of active student learning. Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing active student learning have been transformed by the technological innovations and proliferation of web mediated learning. The effectiveness of these new learning environments in generating and sustaining successful collaborative learning now requires systematic evaluation from within these social interaction processes themselves. This study responds to the call for theory driven empirical research into online learning. The paper investigates the usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university, demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their contributions, and knowledge co-creation, it can also be applied to further improve and test the design of discussion for web mediated forums.

scholarly journals Evaluating a communicative model for web mediated collaborative learning and design

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Lesley Treleaven
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Student Learning ◽  
Information Overload ◽  
Systematic Evaluation ◽  
Bulletin Board ◽  
Mediated Learning ◽  
Electronic Bulletin Board ◽  
New Learning Environments ◽  
Pedagogical Research

Collaborative learning and its associated processes of social interaction have been given increasing emphasis in innovative education as pedagogical research has established the importance of active student learning. Furthermore, the possibilities for conceptualising, designing, facilitating, monitoring and assessing active student learning have been transformed by the technological innovations and proliferation of web mediated learning. The effectiveness of these new learning environments in generating and sustaining successful collaborative learning now requires systematic evaluation from within these social interaction processes themselves. This study responds to the call for theory driven empirical research into online learning. The paper investigates the usefulness of a Communicative Model of Collaborative Learning (CMCL) in analysing the linguistic interactions between students in a web mediated environment, in order to evaluate their online collaborative learning. A symptomatic set of student postings, on an electronic bulletin board in an undergraduate management subject at a 'new' Australian university, demonstrates how students co-created knowledge about managing information overload. The analysis shows that not only is the CMCL a useful pedagogical tool for evaluating collaborative learning in student postings, the flow between their contributions, and knowledge co-creation, it can also be applied to further improve and test the design of discussion for web mediated forums.

scholarly journals Social Interaction: A Study on the Openness Attitude of Both Religion Believers towards the Other Believers in the Southern Thailand

2016 ◽  
Vol 12 (7) ◽  
pp. 66
Author(s):  
Jaffary Awang ◽  
Mutsalim Khareng ◽  
Zaizul Ab. Rahman ◽  
Rohanee Machae ◽  
Khaidzir Ismail
Keyword(s):  
Social Interaction ◽  
Basic Concept ◽  
Religious Pluralism ◽  
Descriptive Analysis ◽  
Interaction Process ◽  
The Other ◽  
Good Relationship ◽  
Southern Thailand ◽  
Religious Teaching ◽  
Plural Society

<p>The Southern of Thailand citizens are known as the plural society that possesses various different religions. Even though the citizens are from multi-religious society, the majority of them are Muslims and followed by the Buddhists. It is a continuous issue for the religious believers in the Southern of Thailand in communicating with the other religious believers. Their interaction process is always accompanied by the suspicion and doubt among each other. Among the concepts of harmonious living in a religious pluralism society, openness attitude is the most important basic concept. It plays the significant role as a tool to form a good relationship among people. Therefore, this study is meant to scrutinize to which extent the religious teaching that teaches on the religious harmonious of life influence its believers in interpreting it to an openness attitude in their daily interaction. This study utilised two main methods namely the qualitative and the quantitative approaches. The results from the descriptive analysis depict that most of religious believers in the Southern of Thailand possess the openness attitude in interacting with the other believers at a good level as 40.02% of them agreed, and 30.96% of them strongly agreed on the issue. Hence, the findings have convinced the study that majority of the citizens in the Southern of Thailand are highly motivated to live harmoniously. Nevertheless, it cannot be denied that there are some of the religious believers failed to practice the openness attitude when interacting with the other believers, so it is a must to identify the causes in order to offer the best solution for it.</p>

scholarly journals Sirojul Ummah: Music in Social Interaction

2020 ◽  
Vol 20 (2) ◽  
pp. 153-160
Author(s):  
Febbry Cipta ◽  
Sandie Gunara
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Family Relationships ◽  
Interaction Process ◽  
Rational Action ◽  
Contextual Approach ◽  
Action Value ◽  
Instrumental Action ◽  
Emotional Conflicts ◽  
Action Music

This article describes music’s role in social interactions carried out by female members of the Marawis group Sirojul Ummah. The Marawis music is the medium they use in their efforts to convey Islamic knowledge and understanding, both for this group itself and for the surrounding community. The research method used is qualitative, in which data are collected from observations, interviews, and literature review, while the technique in analyzing data is done through a contextual approach. Social interaction in this study is viewed from the associative and dissociative aspects in the form of actions that include rational instrumental action, value rational action, effective action, and traditional action. Music is present in each of these actions. Music is both a subject and an object in social interaction, both in-groups, and out-groups. The associative and dissociative aspects of in-groups can be seen from how musical ideas and performances are developed and honed through practice activities. This activity is carried out because good musical performance is supported by techniques and methods of singing, playing, and presenting musical articulation, ornamentation, and harmonization. At the same time, the associative and dissociative aspects of out-groups can be seen from their activities in filling out events in society. The interaction process is built-in pleasant and informal situations which are shaped by an interest in music and family relationships. Since childhood, they have known each other; thus, they understand the characteristics of each person. Maturity, the maturity of thinking, and acting tend to avoid emotional conflicts that may occur. In this context, music is not only a medium for interaction, but can be a motivation in building these interactions.

I processi decisionali come rituali di interazione: giochi di faccia e interazione sociale in un gruppo politico di maggioranza

2009 ◽  
pp. 31-53
Author(s):  
Mariangela De Gregorio ◽  
Gerardo Patriotta
Keyword(s):  
Decision Making ◽  
Social Interaction ◽  
Impression Management ◽  
Interaction Process ◽  
Face To Face ◽  
Town Council ◽  
Interaction Dynamics ◽  
Coherent Image ◽  
Interaction Order ◽  
Impression Management Tactics

- This paper proposes a view of decision making as a social interaction process. Drawing on Goffman's face theory, it documents and interprets the micro interaction dynamics within the ruling political coalition of an Italian town council. Two main arguments are put forward. First, decision making unfolds through face games and impression management tactics where individuals are primarily concerned with attributing plausible sense to situations while maintaining a coherent image of self. Second, face-to-face behavior has structuring properties. It generates an interaction order amongst the participants that becomes progressively consolidated as the actors in- volved strive to affirm their respective situated identities through repeated face-to-face exchanges. A number of organizational implications are drawn from the study.Keywords: Decisional process, face game, interaction's ritual.

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2008 ◽  
pp. 719-732
Author(s):  
Karen Rohrbauck Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

Computer Mediated Technology as Tools for Social Interaction and Educational Processes

2006 ◽  
pp. 246-267
Author(s):  
Karen R. Stout
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Virtual Teams ◽  
Cognitive Skills ◽  
Interaction Space ◽  
Social World ◽  
Educational Processes ◽  
Computer Mediated ◽  
The Social ◽  
Enhance Student Learning

Computer mediated technologies (or CMTs) enhance educational processes and are tools that have particular implications for learning and interacting in virtual teams. To better understand how educational tools may be implemented to enhance student learning in virtual teams, the author addresses Wartofsky’s (1979) explication of tools as cultural artifacts. Distinctions about primary, secondary, and tertiary tools provide a framework to analyze implementations of educational CMT research. Implications of these tools on virtual team’s cognitive skills and collaborative learning are explored. Tertiary tools are explored in particular, as they may provide virtual teams with shared interaction space and alternative representations of the social world. The author provides examples of CMT implementation and suggestions for technological and pedagogical advancements.

Study on Students’ Communication and Interaction in Collaborative Learning Processes with Web-based Social Tools

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Leow Fui Theng ◽  
Neo Mai ◽  
Chang Yoong Choon
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Learning Experience ◽  
Online Communication ◽  
Communication Process ◽  
Rapid Progression ◽  
Learning Approaches ◽  
Web Based ◽  
Communicative Acts ◽  
The Social

The rapid progression of ICT has influenced the social change and broadened the horizon of innovative learning which further enabled the web-based collaborative learning. Studies show that the use of web-based social tools is able to expand the social interaction and engagement among the students. In fact, many learning approaches in today’s higher education context have embedded collaborative learning activities. Therefore, it is important to investigate the student communicative acts and social interaction in the online communication process for sustaining and better supporting web-based collaborative learning. This study presents students’ feedback and their communicative acts in the process of collaborating on a multimedia project. Communicative Model of Collaborative Learning (CMCL) was used to analyze these inputs which obtained from open-ended questions, student interviews and students’ posting in social networking sites. The results showed that the CMCL was a useful tool for assessing the students’ social interaction and communicative acts in this learning approach. The outcomes of this study show that the use of CMCL is effective to analyze the student communication and interaction in web-based collaborative learning environments with more perspectives and reveal the impacts on student learning experience and attitudes.  

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