Collaborative learning at the computer; How social processes ‘interface’ with human-computer interaction

In drawing an ‘outline sketch’ of the field of research on interactional learning situations with computers, this paper attempts to provide a general framework for the contributions which follow. After a brief overview of the theoretical grounding of studies in the field, we examine the extent to which learner-computer interaction and learner-learner interaction can interfere with or support one another.

The need for a change of theoretical perspective on the role of social interaction in learning is highlighted. It is argued that viewing collaborative learning in terms of joint negotiation of a common problem space might help in defining the optimal characteristics of educational software.

Finally, the critical role of social dimensions such as social comparisons between partners is pointed out. In conclusion, the need for more local theories, taking particular account of the learning domain, is stressed.

     

Undergraduates Leading Undergraduates: Peer Facilitation in a Science Workshop Program

This article presents the results of a study investigating the experiences of undergraduatesacting as peer leaders in an extensive peer-led team learning program in introductory undergraduate sciences and engineering courses. In an effort to understand the facilitator experience in the program better and to report initial findings on the benefits derived through a peer-facilitation experience, the study identified multiple areas in which peer facilitators reported experiences ofgrowth and the ways in which they understood and responded to this growth. Marina Micari, Ph.D., University of Minnesota, is Associate Researcher, Gateway Science Workshop Program, Northwestern University. Her interests include adult continuing education and cross-cultural communication. Bernhard Streitwieser, Ph.D. Columbia University, is Associate Director, Searle Center for Teaching Excellence, Northwestern University, and Lecturer, German Department, Northwestern University. His interests include comparative education and contemporary German society; European Education and systemic reform. Gregory Light, Ph.D., University of London, is Director, Searle Center for Teaching Excellence, Northwestern University. His interests include the theory and practice of learning and teaching in higher and professional education.     

Social and communicative processes in computer-based problem solving

This paper overviews the results of four studies designed to investigate the effects of collaborative modes of computer use upon children's performance and learning. All used the same type of problem solving task, couched within an adventure game format. The first of these studies provides a striking illustration of how children who work in pairs on a route planning task can show better learning outcomes than children who work on the same problem individually. The possible psychological processes mediating this effect are considered. The second study extends this consideration further and seeks to identify those aspects of verbal interaction that underpin productive paired interaction. The third study includes consideration of the efficacy of pairing as a function of the relative ability of pair members. The fourth study focuses upon the effects of working in the presence of others, even in the absence of interaction. Taken together, the results of the third and fourth studies highlight the importance of paying closer attention to the ways in which children construe the particular experimental conditions we create and their own position in relation to them.     

Student conceptions of international experience in the study abroad context

While much of recent study abroad research has focused on identifying and measuring different learning outcomes in terms of specific skills, competencies, perspectives and attributes acquired during study abroad opportunities, less research has considered how students’ deeper conceptions and understandings of international experience may change and develop during such educational encounters. This paper presents a phenomenographical research study that explored how students conceive of and make meaning out of their international education experience in a study abroad context. The data are based on detailed semi-structured interviews conducted with a sample of 28 undergraduate students at an American university who engaged in a variety of different study abroad opportunities. Guided by Variation Theory of Learning, the analysis of the data resulted in a typology of student conceptions of international experience (SCIE) that identified four distinct categories of conceptions of international experience (observing, interacting, participating and embracing) described across three constitutive features (being in the other culture, relating to the other culture and learning in the other culture). Hierarchically related through nine critical aspects of variation, the typology provides a unique and useful framework against which to map the “messiness” of students’ complex, often complicated understandings of their experience. It offers study abroad programmers opportunities to better understand and design student learning experiences and assessment instruments that go beyond competencies, skills and other learning outcomes.     

Rethinking our underlying assumptions about what we do and why we do it: academic development as a case

In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development.     

论语境与语言交际的相互关系

文章探讨了语用学中语境这一重要理论,并例证了语言的理解依赖于语境,语境制约着语言的选择和运用;同时语言交际也会对语境产生作用,语言交际的不同阶段,语境也会随之变化,二者密切相关,语境对语言交际有重大影响和制约。     

Pairing and gender effects on children’s computer-based learning

This paper reports an experimental study in which one hundred and twenty 11 and 12 year olds worked on a computer based problem solving task couched in an adventure game format. Previous results with this type of task (Blaye, Light, Joiner, & Sheldon, 1991) indicated marked facilitative effects of working in pairs, both on children’s paired performance and on their subsequent individual performance. In this study all children were pre-and post-tested individually. For the intervening practice session subjects were assigned at random to work alone or in single- or mixed-gender pairs. Pairs showed a significant advantage over individuals, but this advantage was not carried over to individual post-test. Gender differences were also attenuated relative to previous results. The findings are interpreted in terms of detailed characteristics of the experimental design (in particular the presence of other children even in the ‘individual’ condition) and reduction of gender stereotyping in the software.     

英汉思维模式与大学英语写作

学生在英语写作中存在很多问题。究其原因，根本问题出在英汉思维模式的差异上。据此，提出大学英语写作教学的关键在于帮助学生了解英汉思维模式及英汉语言结构上的特点及差异，培养学生英语语篇思维能力。