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- W3123485249 abstract "Time and space constraints in the conventional classroom, where students work independently on learning tasks and take responsibility only for self typically limit the opportunities for collaborative learning and lead to teachers dominating the information transfer (Sawyer, 2006). By contrast, online environments, less constrained by time and space and flexible and asynchronous, allow knowledge to be constructed, discovered and transformed by the students. They have more freedom in exchanging ideas, opinions, facts, experiences and expectations (McConnell, 2000). They can improve the richness and quality of learning experiences (Bernard, Rojo de Rubalcava, & St-Pierre, 2000). They can foster a learning culture wherein participatory and intersubjective meaning making are promoted (Suthers, 2006), promote creative thinking, reflective writing and critical reasoning (So, 2008), and be more democratic, allowing the shy, the hesitant, the slower and the less articulate students to have an equal say (Clark, 2003). As Johnson, Johnson, and Smith (1991) observe, learning is conceived as something the learner does, not something done to the learner." @default.
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- W3123485249 date "2015-02-20" @default.
- W3123485249 modified "2023-09-28" @default.
- W3123485249 title "Towards Effective and Less Stressful Online Collaborative Learning: Strategies to Promote Engagement While Minimizing Unnecessary Cognitive Load and Stress" @default.
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- W3123485249 doi "https://doi.org/10.4324/9781315760933-15" @default.
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