Supporting the active learning of collaborative database browsing techniques

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Issues in Collaborative Database Browsing

©University of Lancaster 1994. Copying without fee is permitted provided that the copies are not made or distributed for direct commercial advantage and credit to the source is given. For other copying, write for permission to:

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NIVERSITY Issues in Collaborative Database Browsing

©University of Lancaster 1994. Copying without fee is permitted provided that the copies are not made or distributed for direct commercial advantage and credit to the source is given. For other copying, write for permission to:

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An emerging trend in classrooms is the use of networked visual argumentation tools that allow students to discuss, debate, and argue with one another in a synchronous fashion about topics presented by a teacher. These tools are aimed at teaching students how to discuss and argue, important skills not often taught in traditional classrooms. But how do teachers support students during these e-dis...

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Supporting Active Learning in CLIL through Collaborative Search

In CLIL (Content and Language Integrated Learning) the context is to explicitly teach a subject through a foreign or second language but also implicitly to teach a language through a subject; adding the activity of social networking is part of making the context, and hence language learning, real. In this paper we describe the learning design and infrastructure of a CLIL seminar for trainee tea...

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the effect of pushed output collaborative tasks on the writing skills of efl learners

there is less published research about how teachers in efl contexts respond to students who are relatively less mature and less competent l2 writers. while writing researchers have examined various issues concerning peer and teacher response in writing-oriented classes, little research has centered on the effect of collaborative tasks particularly dictogloss on writing skills. output collaborat...

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ژورنال

عنوان ژورنال: Research in Learning Technology

سال: 2011

ISSN: 2156-7077,2156-7069

DOI: 10.3402/rlt.v3i1.9596