Abstract
Synchronous collaborative problem solving is usually examined for its learning potential, while it is often studied under experimental conditions. The present research aims at exploring synchronous computer mediated collaborative problem solving in real school context, with collocated students, in every day practice. This paper focus on teachers and the possibility offered to improve or empower their teaching approaches exploiting collaborative settings with minimum technological support. The analysis shows that this approach provides teachers with some new opportunities and especially concerning online/off-line students’ diagnosis during problem-solving.
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Petrou, A., Dimitracopoulou, A. (2003). Is Synchronous Computer Mediated Collaborative Problem-Solving ‘Justified’ Only When by Distance? Teachers’ Points of Views and Interventions with CO-Located Groups, during Everyday Class Activities. In: Wasson, B., Ludvigsen, S., Hoppe, U. (eds) Designing for Change in Networked Learning Environments. Computer-Supported Collaborative Learning, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0195-2_53
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DOI: https://doi.org/10.1007/978-94-017-0195-2_53
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-6321-2
Online ISBN: 978-94-017-0195-2
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