These interactions are characterized by working at any time and/or place on activities, tasks, or contributions. In a sense, these interactions are the opposite of synchronous interactions in that they can occur at the participant’s convenience and do not require the active participation of another member (just the tools themselves). Types of asynchronous interactions include blogs, discussion boards, comment walls, audio-drop boxes, etc.
Published in Chapter:
Effectively Utilizing a Socially Mediated Network: Facilitating Meaningful Collaboration Among Pre-Service Student-Teachers and University EFL Students
Dustin De Felice (Michigan State University, USA), Wesley A. Curtis (University of South Carolina, USA), and Luz María Ortiz Alcocer (Universidad de Quintana Roo, Mexico)
Copyright: © 2020
|Pages: 18
DOI: 10.4018/978-1-5225-9814-5.ch010
Abstract
Cooperative learning has evolved over the years to include web-mediated elements within traditional and virtual classrooms. In this chapter, authors discuss a collaboration that used computer-supported collaborative learning through an online socially-mediated network. This collaboration served as a bridge between two universities from different countries. Not only did this collaboration link the students from each university together, but it provided language learners and pre-service student-teachers with the ability to benefit from the unique connection between them (i.e. students needing to learn language and teachers needing to practice teaching a language). Authors discuss the collaboration, the framework, and the format of this cooperative learning project. Much of this discussion is rooted in the experiences of some of the students who participated in its evolution with the intent to provide a direction for implementing such a type of collaboration in other institutions.