Computer-Supported Intentional Learning Experiences and Cooperative Learning In Higher Education: A Web based “Chat Room.”. Lawrence W. Sherman, Ph D. Department of Educational Psychology School of Education, Health and Science Miami University , Oxford, Ohio USA IASCE BOARD MEMBER
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Computer-Supported Intentional Learning Experiences and Cooperative Learning In Higher Education:A Web based “Chat Room.”
Lawrence W. Sherman, Ph D.
Department of Educational Psychology
School of Education, Health and Science
Miami University, Oxford, Ohio USA
IASCE BOARD MEMBER
A presentation to the
IASCE/JASCE INTERNATIONAL CONFERENCE,
Abstract of Session
This “experiential” session will provide hands-on activities utilizing an asynchronius web-based “chat room” environment. Cooperative learning will be emphasized in all activities, especially positive interdependence in distance communication. Software will be distributed to participants.
A Simulated example of the On-Line_Discussion Site:
The Link here
I believe that this is an invaluable aspect of the class and should be implemented more in other classroom settings. By requiring students to personally respond to what they are learning about in class, it forces the students to critically think about the concept and put it into their own words, furthering their understanding of the concept. Additionally, it allows students to view one another's thoughts and ideas. This type of assignment could be given in any content area classroom. I can see myself using it in either my future math classroom or my future language arts classroom.
Return to Index
Ten Pitfalls to Avoid
The “pitfalls” follow:
Students cut and paste lines from others’ messages, paste them into a new message and respond to them in turn.
Students correct, clarify or reorient comments made by other students by saying, for example, “I believe student X meant…” or “Building on student X’s earlier comment…” They can also repair comments they themselves have made.
Students summarize and assess where the conversation is headed based on previous messages --- for example, someone might say, “The tone of recent postings has changed, signifying a shift in the class’s thinking…” Sometimes students suggest new directions or topic shifts starting a new “thread”