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By Tim Roberts

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Proceedings of CSCL2002. Hillsadle, New Jersey: Lawrence Erlbaum Associates. Suthers, D. & Hundhausen, C. (2002). The Effects of Representation on Students’ Elaborations in Collaborative Inquiry. Proceedings of CSCL 2002, Boulder, Colorado, January 7-11, pp. 472-480. Sutton, L. (2001). The principles of vicarious interaction in computer-mediated communications. Journal of Interactive Educational Communications, 7(3): 223-242. Treleaven, L. (2003). A new taxonomy for evaluation studies of online collaborative learning.

To facilitate high quality group interaction, it may be necessary to teach and practice roles, rules, and relationships for group interaction. Instructor involvement through the project activity may be limited to defining and presenting clear instructions, providing prompt feedback and clarification, and guiding online discussions — key components in online collaboration facilitation (Espinoza, Whatley, & Cartwright, 1996). The effective facilitator moves out of the middle and has strategies for stimulating real student collaboration and guiding the conversation toward important content (Collison, Elbaum, Haavind, & Tinker, 2000).

Proceedings of CSCL2002. Hillsadle, New Jersey: Lawrence Erlbaum Associates. Salmon, G. (2000). E-moderating: The key to teaching and learning online. Sterling, VA: Stylus Publishing. Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. TLFeBOOK 18 Roberts Salomon, G. (1992). What does the design of effective CSCL require and how do we study its effects. ACM Conference on Computer Supported Collaborative Learning, 21(3).

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