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Salomon, G. & Globerson, T. (1987). When teams do not function the way they ought to. International Journal of Educational Research, 13: 89-100. Scardamalia, M. & Beireiter, C. (1996). Computer support for knowledge-building communities. In T. ), CSCL: Theory and practice of an emerging paradigm, pp. 249-268. Hillsdale, NJ: Laurence Erlbaum. W. (2000). Postmodern constructivist pedagogy for teaching and learning cooperatively on the web. CyberPsychology and Behavior: Special Issue. 3(1). L. & McCann, J.

There are a number of ways to select teams with or without student input. Factors such as group size, heterogeneity, experience in group projects, and skills required for project completion are discussed in this module. In the Engagement phase of the group project activity, participants come together and begin to learn about other participants. Everyone is working to understand the project requirements and to apply current knowledge to the project. The group members identify areas where additional information, skills and clarification are required.

1997). Equity issues in collaborative group assessment: Group composition and performance. CSE Technical Report 457, University of California, Los Angeles. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2 (1). asp. Westera, W. (1999). Paradoxes in open, networked learning environments: Toward a paradigm shift. Educational Technology, 39(1): 17-23. , & Reimann, P. (2003). Supporting distributed problem-based learning: The use of feedback mechanisms in online learning.

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