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This chapter summarizes two decades of research on computer-supported collaborative learning (CSCL). We first review the key idea that has emerged, namely the fact that collaboration among peers can be “designed”, that is, directly or indirectly shaped by the CSCL environment. Second, we stress the fact that affective and motivational aspects that influence collaborative learning have been neglected...
This chapter presents the current state of the art on technologically supported inquiry learning. The learning processes involved in inquiry learning are briefly presented, as well as an outline of typical inquiry learning environments as consisting of a mission, a source of inquiry and tools for expressing knowledge along with cognitive scaffolds for supporting the inquiry process. The second part...
During the last decades the sociocultural approach to studying learning and knowing has been raised as an alternative to more cognitive approaches to become a vivid research tradition with many branches. Sociocultural theorizing and thinking have played an important part in contemporary educational research and educational psychological research in general and also in the research area of technology-enhanced...
Narrative is recognized as a valid support for learning because it helps make sense of experience, organize knowledge and increase motivation. Narrative learning environments (NLEs) aim to exploit its educational potential by engaging the learner in technology-mediated activity where stories related to the learning task play a central role. This chapter illustrates the variety of NLEs currently available...
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