Collaborative Learning Protocols: Writing-To-Learn in Networked and Face-To-Face Environments
نویسندگان
چکیده
In this study, we explored the potential of enriching a wellworking individual writing-to-learn approach in a face-to-face setting and a net-mediated setting. Thirty-six undergraduate psychology students worked in dyads on a common learning protocol in each of these settings. Effects on the collaboration process and on strategy use in the learning protocols were assessed. Participants evaluated the ftf-setting to be both more effective and efficient to reach their individual learning goals. Cognitive and metacognitive learning strategies were used more often, and more effectively, in the ftf-setting, what was attributed to a richer mutual strategic support. The results suggest instructional procedures in order to improve communication and interaction as well as to encourage learners to a more productive use of existing tools and techniques.
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