Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/81597
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Type: Conference paper
Title: Collaborative learning and anxiety a phenomenographic study of collaborative learning activities
Author: Falkner, K.
Falkner, N.
Vivian, R.
Citation: SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education, 2013: pp.227-232
Publisher: ACM
Publisher Place: USA
Issue Date: 2013
ISBN: 9781450318686
Conference Name: ACM Technical Symposium on Computer Science Education (44th : 2013 : Denver, CO)
Statement of
Responsibility: 
Katrina Falkner, Nickolas J.G. Falkner, Rebecca Vivian
Abstract: Collaborative learning encourages deeper learning, producing significant benefit in learning outcomes. There has been an increasing trend to adopt collaborative activities, due to the expected learning benefits but also because of the expected social benefits and their impact on transition concerns. However, collaborative activities may also introduce additional stress and anxiety for students as they cope with altered participation expectations, and the need to develop collaboration, communication and management skills concurrently with their discipline skills. In this paper we describe a phenomenographic analysis of student's reflections on collaborative activities, including their perceptions of the purpose of such activities, and corresponding behaviours.
Keywords: Computer Science Education; Collaborative Learning; Phenomenography
Rights: Copyright © 2013 ACM
RMID: 0020128354
DOI: 10.1145/2445196.2445268
Appears in Collections:Computer Science publications

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