然而,即使在课堂环境下协作学习并非没有问题,可能会有,例如,学生占主导地位,被动的学生,学生不愿提出自己的想法(尤其是如果这些反驳老师的),或者学生没有工作牺牲别人。网络环境实际上可能有助于缓解这些问题,导致学生认为在线小组讨论更加民主和公平比传统课堂的同行(天鹅,2001)。一些(例如,反观Kwon,2001;赖,1997)断言,主题涉及讨论,头脑风暴或反射尤其适合网络环境,和反思性学习,使学习者反思自己的学习方法和学习过程,在这种情况下可能尤其有效。反思性学习的一个重要元素是反思知识为了让它显式。社交软件,例如维基百科,使这种反射进行协作,使学习更贴近社会建构主义理想。
美国广告学论文代写:协作学习
However, even in the classroom environment collaborative learning is not without its problems, there may be, for instance, students who dominate, passive students, students who are reluctant to present their ideas (particularly if these contradict the teacher's), or students doing no work at the expense of others. The online environment may actually help to mitigate some of these problems and lead students to perceive online group discussions as more democratic and equitable than the traditional classroom's counterpart (Swan, 2001). Some (e.g. Jonassen and Kwon, 2001 ; Lai, 1997) assert that subjects involving discussion, brainstorming or reflection are particularly suited to the online environment, and reflective learning - approaches that enable learners to reflect on their learning and their learning processes - may be especially effective in this context. An important element of reflective learning is that of reflecting upon knowledge in order to make it explicit. Social software, for example wikis, enables this reflection to take place collaboratively, bringing learning closer to the social constructivist ideal.
