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|Title:||Collaborative learning and anxiety a phenomenographic study of collaborative learning activities|
|Citation:||SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education, 2013: pp.227-232|
|Conference Name:||ACM Technical Symposium on Computer Science Education (44th : 2013 : Denver, CO)|
|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|
|Appears in Collections:||Computer Science publications|
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