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社交软件的协作特性允许构建知识与和他人,聚焦在社区而不是个人学习者。协作学习可以把发生在一个社区的实践背景下,学习者共享领域中从事集体学习(剩余物&温格,1991)。社交软件工具可以作为知识平台这样一个社区,使信息共享、讨论和协作从而帮助建构主义环境下的发展。然而,Marjanonic(1999)批评同步协作工具启用“交流…而不是电脑仲介协作”(p.131)。黑森州,Garsofsky Hron(1997年,引用在费斯和Muhlpfordt,2002年,第1页)描绘的可能限制使用同步协作话语文本工具:缺乏社会意识、组织协调不足和缺乏连贯性的贡献;斯特和Muhlpfordt(2002)也在产生压力的困难,可能会有连贯的沟通,在同步话语和平均贡献。


The collaborative nature of social software allows for the building of knowledge both with and for others, focussing upon the community rather than the individual learner. Collaborative learning may be synergised by occurring in a community of practice context – with learners engaged in collective learning within a shared domain (Lave & Wenger, 1991). Social software tools can act as knowledge platforms for such a community, enabling information-sharing, discussion and collaboration thus aiding the development of a constructivist environment. However, Marjanonic (1999) has criticised synchronous collaborative tools for enabling “communication… rather than computer-mediated collaboration” (p.131). Hesse, Garsofsky and Hron (1997, cited in Pfister and Muhlpfordt, 2002, p.1) delineate the possible limitations of using synchronous text-based tools for collaborative discourse: lack of social awareness, insufficient group coordination and deficient coherence of contributions; Pfister and Muhlpfordt (2002) also stress the difficulties that there may be in engendering coherent communication, and equalising contributions within synchronous discourse.


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