Post by account_disabled on Feb 22, 2024 2:31:46 GMT -5
The possibility of working in a team, i.e. virtual collaborative learning. This factor leads to a full dynamism of collaborators (although this is a "difficult" process with each person working individually) who position themselves to achieve the same goal. Let us mention the different levels or stages of the process: selection and election of candidates. Structure group. Introduce personal work. Letter of introduction for each student. Allocation of loads and/or tasks. Skills for each task to be performed. Responsibility for meeting work delivery dates. You can continue the meeting on a shared basis.
Exchange information on personal knowledge on the topic and information obtained during research on development work. Complete information for all Switzerland Mobile Number List decisions to be made. Communicate with teachers frequently. project outcome. Virtual Classroom A positive factor we observe when working in virtual teams is that, although there is no "physical contact" per se, it favors relationships, the use of new technologies (mail, video conferencing, webcams, forums, etc.), allowing a methods and conduct extensive training with group members. It also includes synchronous and asynchronous learning.
The possibility of knowing information for all students allows taking a stance at a given moment against the work of a collaborator who is not fulfilling his function. The skeleton or collaborative system is based on: direct competition, where all students individually achieve the same goal. Personal growth is achieved through active collaboration in internal forums. Independence and/or autonomy define the attitude and ability to perform specific actions.
Socially, collaborative work allows students to network with peers and discover their skills such as: taking responsibility for executing projects; being motivated enough and confident in their work; possessing a strategic profile; appearing cooperative. Although the exchange of opinions may give rise to "social-cognitive conflict," this conflict arises from the interpretation of facts and the subsequent evaluation or constructive criticism of all colleagues. If a student actively accepts "criticism" he will learn to a higher degree and this is how he will grow intellectually and continue to build his personality.
Exchange information on personal knowledge on the topic and information obtained during research on development work. Complete information for all Switzerland Mobile Number List decisions to be made. Communicate with teachers frequently. project outcome. Virtual Classroom A positive factor we observe when working in virtual teams is that, although there is no "physical contact" per se, it favors relationships, the use of new technologies (mail, video conferencing, webcams, forums, etc.), allowing a methods and conduct extensive training with group members. It also includes synchronous and asynchronous learning.
The possibility of knowing information for all students allows taking a stance at a given moment against the work of a collaborator who is not fulfilling his function. The skeleton or collaborative system is based on: direct competition, where all students individually achieve the same goal. Personal growth is achieved through active collaboration in internal forums. Independence and/or autonomy define the attitude and ability to perform specific actions.
Socially, collaborative work allows students to network with peers and discover their skills such as: taking responsibility for executing projects; being motivated enough and confident in their work; possessing a strategic profile; appearing cooperative. Although the exchange of opinions may give rise to "social-cognitive conflict," this conflict arises from the interpretation of facts and the subsequent evaluation or constructive criticism of all colleagues. If a student actively accepts "criticism" he will learn to a higher degree and this is how he will grow intellectually and continue to build his personality.