抓住
过程(计算)
社会建构主义
主动学习(机器学习)
知识管理
计算机科学
协作学习
概念框架
数学教育
管理科学
教育学
心理学
工程类
社会学
人工智能
社会科学
操作系统
程序设计语言
标识
DOI:10.1007/978-981-19-4383-6_1
摘要
There are many challenges impeding the implementation of collaborative active learning (CAL) ranging from the different definitions itself to social interactions among students where the effect of social presence is paramount. Having a socio-constructivist theoretical framework, CAL primarily deals with the process of student learning thereby the focus is on the nature of the educational transactions such as assessment and feedback for learning. It is important to gain insights into some educational technologies to grasp a full conceptual understanding of CAL whose effectiveness has been examined from different perspectives ranging from learning and teaching strategies to eventually assessment and feedback approaches. There remains, however, certain degree of concerns regarding the challenges of CAL strategies and how best to utilise the strengths and opportunities of these strategies in both the online and offline environments. Since CAL is already—and will continue to be—used by the students, lecturers should adopt these strategies as a pedagogical basis. To achieve effective results, the author provides some general guidelines in the design and implementation of CAL lessons in this chapter.
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