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The richness of CSCL environments.

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Title: The richness of CSCL environments.
Authors: Cress, Ulrike1 (AUTHOR) u.cress@iwm-tuebingen.de
Source: International Journal of Computer-Supported Collaborative Learning. Dec2020, Vol. 15 Issue 4, p383-388. 6p.
Subject Terms: *Tacit knowledge, *Human behavior, Virtual communities
Abstract: Accordingly, both the teachers of both classrooms conceived the "super view" as a higher-level space of discourse where students formulated major questions and "big ideas" for cross-community sharing. In providing such affordances, knowledge building interaction can be sustained by idea interaction across levels and spaces. The authors conducted an empirical study by tracing the development and use of about 40,000 ILSs and showing how teachers use them in their classroom practice. The exchange of knowledge through shared platforms had not just an influence on teachers' internal knowledge, but also on their classroom practice. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The richness of CSCL environments.
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  Data: <searchLink fieldCode="AR" term="%22Cress%2C+Ulrike%22">Cress, Ulrike</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> u.cress@iwm-tuebingen.de</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Dec2020, Vol. 15 Issue 4, p383-388. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Tacit+knowledge%22">Tacit knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink>
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  Data: Accordingly, both the teachers of both classrooms conceived the "super view" as a higher-level space of discourse where students formulated major questions and "big ideas" for cross-community sharing. In providing such affordances, knowledge building interaction can be sustained by idea interaction across levels and spaces. The authors conducted an empirical study by tracing the development and use of about 40,000 ILSs and showing how teachers use them in their classroom practice. The exchange of knowledge through shared platforms had not just an influence on teachers' internal knowledge, but also on their classroom practice. [Extracted from the article]
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2020
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