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dc.contributor.authorReimann, Anindito Aditomo and Peter
dc.date.accessioned2019-07-20T23:49:19Z
dc.date.accessioned2020-01-09T18:38:26Z-
dc.date.available2019-07-20T23:49:19Z
dc.date.available2020-01-09T18:38:26Z-
dc.date.issued2007-07
dc.identifier.citationReimann, A. A. (2007). Learning from Virtual Interaction: A Review of Research on Online Synchronous Groups. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 56-65). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.56
dc.identifier.urihttps://repository.isls.org//handle/1/3404-
dc.description.abstractAlthough in general collaborative learning is effective, it is clear that this is not always the case. To explain this, researchers have been suggested to investigate the interaction process occurring in the course of collaboration. Research on face-to-face (FTF) groups have provided clues as to what types of interaction are productive for learning, both at the individual and group level. However, the extent to which these findings apply to online groups is not yet clear. This paper reports a conceptual systematic review of recent studies of online synchronous learning groups. There is little evidence that the types of online interaction deemed favorable are actually associated with individual conceptual learning. These findings challenge the implicit assumption held by many educational technology designers. Implications for future research are discussed.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleLearning from Virtual Interaction: A Review of Research on Online Synchronous Groupsen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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