Abstract
In the collaborative learning environment, the learners will produce certain awareness within the group based on all kinds of relevant information, that is, collaborative-learning awareness. Through survey method, the research tries to understand the status quo of collaborative-learning awareness and to explore the structural components of collaborative-learning awareness and the relationship between collaborative-learning awareness and academic performance. Research shows that: collaborative-learning awareness is divided into four categories: social awareness, task awareness, concept awareness and workspace awareness. Among the four categories, task awareness exerts a direct impact on academic performance; the other three categories, i.e. social awareness, concept awareness and workspace awareness impact on academic performance through task awareness. The research conclusion has certain guiding significance for evaluation of the status of collaborative learning, improvement of learning effectiveness, as well as elevation of collaborative learning awareness.
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Keding, Z., Nan, L. (2015). A Correlative Research on the Relationship Between Awareness in Collaborative Learning and its Impact on Academic Performance. In: Chen, G., Kumar, V., Kinshuk, ., Huang, R., Kong, S. (eds) Emerging Issues in Smart Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44188-6_2
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DOI: https://doi.org/10.1007/978-3-662-44188-6_2
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