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Breaking isolation for digital learnersTable of contentsSummary of this pageWeb 2.0 Agents and online learnersToday’s student is a digital native (Marc Prensky). By choice his first language is digital. Many teachers are digital immigrants, with digital being our second language. It is important that we prepare students for their future, not our past (Ian Jukes). Some believe that using Web 2.0 agents in the classroom is no longer an option if we want to reach our students and help them to become independent thinkers. This page will discuss whether Web 2.0 agents are indeed important in the classroom and why or why not, ways that people have used Web 2.0 agents and whether or not they were successful.Ian Jukes Contributing to and using this pageThis page is for those who would like to learn more about or contribute to the topic of using Web 2.0 agents for online educationAnyone can reorganise and contribute to this page. It is released under the default knowledgeGarden Copyright license which you can access by clicking COPYRIGHT on the left menu. Please add your name or avatar to the list of contributors .
Digital Learners and Web 2.0 AgentsThe community of students I facilitate come from a wide variety of backgrounds from rural settings to urban. The one thing that they all have in common is that they work in some degree of isolation, many of them in total isolation (at least in their academic education). All of my students have access to a computer.
Student LearningKasper continues by saying, "students learn to use information technology resources, through which they become familiar with the discourse patterns, rhetorical conventions, and conceptual contents of their chosen fields of study and further their knowledge by networking with peers and experts in those fields (p. 130)." More evidence of the positive effects of social networks on students by Kasper is her statement saying, "as students participate in social and academic discourse with focus discipline group members, they are constantly engaged in a process of elaboration and reflection on both their own ideas and those of their peers (p. 138)." While maintaining a conventional flow in the learning process of passive reception, pre-determined levels of interaction, regulated outcomes of information exchange and production, new knowledge will never be achieved. If, however, instructors realize the dynamic potential of digital networking environments to engage students at a higher level of collaboration and creativity and those skills are also valued in terms of grades, then the current tools can be integrated successfully in context of learning (Reynard, 2008). This supports the notion of efficacy of student publishing of their own work to a wider audience, to not only facilitate critical thought, but also attitude and motivation. When students realize the value in connecting with others in the learning process, the better their learning will be. Networking with experts, with peers, with additional sources of information, and so on makes the learning more interesting and also more legitimate. Students understanding how their work compares to their peers, how their work contributes to their field, and why their work is significant beyond the immediate expectations of a course and their teacher can only enlarge the outcomes for the learner. The reality of Internet-based social networking tools that is often lost in the discussion is the "production" or "publishing" aspect of the environment. Again, this encourages learners to see themselves within a larger community and realize the impact of their contribution. While maintaining a conventional flow in the learning process of passive reception, pre-determined levels of interaction, regulated outcomes of information exchange and production, new knowledge will never be achieved. If, however, instructors realize the dynamic potential of digital networking environments to engage students at a higher level of collaboration and creativity and those skills are also valued in terms of grades, then the current tools can be integrated successfully in context of learning (Reynard, 2008). Studies by Warschauer (1995) and Warschauer (1996) have also shown that the “best results are achieved when on-line activities are well integrated into the ongoing structure of student assignments and interaction rather than included as an informal add-on.” This further shows how computer use can be meaningful as students use themfor meaningful tasks, rather than in isolation. TeachersAll of the subjects I teach are online. No paper based materials. I find that wikis and blogs work very well in the particular LMS that I use. An example of how I have used wikis is from my Certificate II in Workplace Practices course (this year) The course is competency based and one of the competencies was that students had to work together in a team to create a team enterprise project (business based) Normally my students would not be able to do this, but I used wikis to manage the process. Students joined 'virtual teams' and then each team worked in their own wiki to develop their enterprise project. Each student contributed to the wiki and their contribution was assessed. This is just one example of how I use Web 2. I also use blogs as a way of students reflecting and keeping track of their progress. I have written full online courses, and a webquest,and these courses make use of the collaboration tools (wikis, blogs forums and synchronous chat) of the LMS. I usually build that into the course. Interactive learning objects are also a good way of engaging students. I really believe that online course design is very important. The Blackboard LMS is pretty ugly in design. With a bit of knowledge of web design though you can make it attractive and user friendly. The course needs to be very structured and tasks need to be very well scaffolded. As a facilitator you need to be there all the time for students, responding and giving that positive feedback. Since using the collaborative tools in Virtual Classrooms I find that my students really love that feeling of being connected with their peers. They actually use the Virtual classroom for social stuff as well as learning (I usually put aside a separate wiki for that purpose) Because I am also responsible for educating their parents on the tools that we use, I set up an online space for the parents. (this helps them with the technology and also the purpose behind the technology) As Web 2.0 is then brought into the classroom, the very nature of student work changes. When a student's work is seen, and commented on, and collaboratively enhanced by a larger participative audience, those students are drawn into extended educational "conversations." In this way the relationship of the student to ideas and content are no longer constrained to the narrow avenue of interaction with their teachers, but they are suddenly interacting with their peers and others in the discovery, exploration, and clarification of knowledge. Sometimes that may appropriately just be with an audience of their immediate classmates. Sometimes it can appropriately be with students and others all over the world. But either way, it involves the students in a very proactive learning environment. http://web20ineducation.wikispaces.com/Intro  I have found your input very interesting and informative. Since your teaching position is similar to mine I am curious about some of the things that you do. I would like to know how effective the parent space is. Do the parents go there to read information on what students are doing? Is is a question and answer room? What does it look like? I too am responsible to interact with my parents in regards to technology and student learning. Hi Cathleen. Part of my role, at my school, is what we call 'elearn mentor'. This means that I am responsible for supporting teachers with online course development....in both the technological and design aspects, as well as pedagogies. There is a big push toward eLearning and my job is to see that it all goes as planned. As well as supporting teachers, I am also responsible for supporting and providing workshops or professional development sessions for the parents of our students (our home tutors) I have to keep them up to speed on our programs and our expectations. We also need to make sure that we build up their skills and confidence in using the technologies that our students need to use. We have a home tutor virtual classroom space but I have found that the home tutors really do not use this much. I have shown them how to use wikis and blogs..and they enjoyed learning about this. They all set up their own 'home page' as a wiki. Their virtual classroom is in Blackboard LMS (Blackboard is not my favourite platform) Often the reason that they don't access it is that they always forget their password!!! Also, we find the management of the classroom a chore when we have to resend passwords and enrol new home tutors constantly. That is a big nuisance. For this reason I have also started to develop a website (not password protected) which is where I will put home tutor information and ICT support (mainly links and postings) http://cairnssde.eq.edu.au/icthelp ..the site is very much in development and does not have much up there yet. I used WordPress to create this site...I find that WordPress is fantastic (I love the ease of WordPress) and I just love the postings page where I can very quickly and easily write up a post (ict help or other) put it under a category and the home tutors can go there and read...and leave a comment if they like. Also, other teachers can add posts as well. I travel a bit throughout the year delivering workshops to our home tutors. This Thursday I will work with a group of home tutors where I will run an internet safety session and a hands on session. The hands on session will require the home tutors to create a help tutorial, for other home tutors, using Windows Movie maker. (they choose and plan the video and then create) They will create their own storyboard, audio files, images and then put it together as a movie (using Movie Maker) This is software their students use so this is a good way for them to learn the software in a meaningful way....and also to produce something that will be of benefit to other home tutors. Their movies will be uploaded to the virtual classroom space. Whenever I do these home tutors workshops, I am always impressed at how keen these home tutors are to learn about the technologies that their students use. I find it immensely rewarding to go out and talk to them and tell them about all the 'new stuff' I am learning about. They love it! My school has a policy where part of our job is to educate the home tutors as well as students. It is essential to educate the home tutors about the technologies and why we are using them, and how these technologies can benefit their students...after all, they are the ones who are doing the everyday tutoring of their students. The past 2 years I have been involved in online facilitation for professional development of Queensland teachers. The course has a basic content and structure and the blackboard shell with learning materials is provided to facilitate the course. Facilitators are required to fine tune their online environment by adding images and links to help participants find their way around the course. The learning materials provided allow participants to:
Jan, how important is the paperbased information to your classes? Do you feel it is important to have a paperbased element to a program, and if so what does it add that the virtual cannot add? I was interested to see that you had online guests. Since you teach ICT, I suppose that your guests are very comfortable with online format. When I think of bringing guests online I know few who have online experience. Have you ever had a guest who you had to train in Elluminate before the session? Would that be successful? I have no paperbased learning materials in my VET classes, or my technology classes. I am so conscious of the paper shortage and the amount of paper that gets wasted. Not to mention the cost in schools. Online digital resources eliminate this problem. My VET students were required to print out their assessment tasks however by using Blackboard they can just submit to the drop box and I copy their work in digital format. This saves so much storage space. No more paper filing system. When choosing online guests you do need to have guests who are comfortable using technology. Usually you would have them participate in a couple of practice sessions. When choosing an online guest for a forum it is so important to ensure they understand the need to reply to students forum posts within a specific time frame. If students questions go unanswered this can be a real disappointing experience. It can be useful if the guest does not keep up with the posts to ask if you can help with some of the replies using their generic login. One of my guests was really good to begin with with forum replies but then was sidetracked towards the end of the time and stopped replying to questions. What I did was login and reply to the last few posts. This ensured the success of the activity. Make sure you have a beginning and an end date for forum posts so both students and expert understand the requirements. I am a relatively recent addition to the whole online learning process and associated understandings. I first started back in 2007 when I wanted to complete my B.Ed and had no choice but to do it online as I was not in a position to do it part time due to where I was living. I found the whole process quite daunting and stressful. I am not a computer enthusiast, but found that I had to learn a whole lot of computer things in order to be successful as a student. Now that I have had a few years of computer use in this format and on line learning in this way I am a little more relaxed about it but still worry that I am going to break the program or lose all my work. I think that I have managed to do both, but other people have been able to help me to realise that I just pushed the wrong buttons in most cases. I like collaboration, but I find it very time consuming and would much rather just work on my own for the majority of the courses that I have done. I really do not like to respond to forums just to say I agree with someone, or thank them for agreeing to something that I have said. I'm not sure if I am in the minority or majority in this but I think it would make a good research project. I have a facebook page but rarely visit it, do not use twitter at all and the only blog I am doing is one for this course, so Web 2 technologies have not had much of an impact on my own personal life. In the classroom I have had to introduce some LMS work to my students through blackboard vista. I (after the stress) managed this and see the benefit for the students in being able to get to their work anytime that suits them - in much the same way that I can through USQ. I have experienced Moodle and Blackboard Vista and must say that I find Moodle easier to use....although I haven't tried to do anything substantial with either. I sometimes listen to podcasts and that is about the range of my experience of Web 2 . I have found that some LMS courses that I have done have allowed the lecturer to basically go AWOL for the semester, providing little feedback, few helpers or tips and virtually no guidance. If the plan for this was to make me a more independent learner then it certainly worked, but I don't believe it to be in the spirit of On Line learning at a Univeristy level where large fees are involved. So, sorry to be a spanner in the works for this, but my own personal feelings (not brought about by bad experiences either) are that many learners don't want to collaborate to any great degree and to do so puts them in a learning situation that they are not comfortable with. As educators, we all know that the best learning takes place when students are comfortable, and happy. Perhaps another question you could ask is "Are web 2.0 learning experiences suited to everyone, and what can we offer instead." In the society that I find myself in (Muslim) and the gender I teach (female) I think that there is tremendous opportunity to help these girls to inform themselves about the world around them and empower them to become successful, however the evidence that I have seen is that there is quite a number who are just not interested in Web 2 experiences - just like in my day there were students who were not interested in reading the School Magazine or SRA cards. Perhaps we should view Web 2.0 as another string to our bow, as I'm sure many of you already have. Melinda Friend or Foe? Taming Facebook for Education deals with educational value of social networking and use of social networking services, such as Facebook in teaching. Digital natives reside in various social networking sites and as a result, pick up many skills. But the learners, as well as teachers do not always know how these skills can relate to academic learning. Using such sites may help bridge the gap between what learners know and enjoy doing and what they should learn to help them become digitally wise. I started using Moodle three years ago when it was first introduced in my university. This university services students from around the Pacific region who do many of their courses via distance learning, mainly in print mode. Isolation of these students has a negative effect on retention rates as well as performance. It is not surprising that these students embrace the new online environment more eagerly than the face-to-face students.Deliberately structured interaction through interesting learning tasks, sharing of experiences, backgrounds, and opinions, increases social presence by allowing students to present themselves as a member of a virtual community and to engage with other members, thereby acknowledging the reality of others (Short, William, and Christie, 1976 cited in Kehrwald, 2008). Interaction is a “critical variable in learning and cognitive development” (Harasim, 1990 cited in Teles, 1993). Online tools, when carefully and meaningfully integrated in assessment tasks, can enable and enhance interaction, thereby improve learning experience of otherwise isolated students. In my own teaching, I have used specific tools within Moodle such as Glossary, Forums, Quiz, and wiki to increase interaction between students, between myself and the students and between the students and course content. These are most effective when used in authentic collaborative projects. I have also used Google Notebook to facilitate student collaboration on group projects. Students found this very helpful as they were not only able to manage their web searches, but also share and communicate online. at the official Moodle.org site useful. Usually, you would start by creating questions in various categories. You can then have a pool of questions that you can use in all of your moodle courses. It is really a very flexible and useful tool in Moodle.Stephen I have had limited experience in using web 2.0 tool in a learning environment. The Tax Office (where I work) is fairly reluctant to use these technologies, mainly due to security and fraud considerations. Other people have talked about protecting students and duty of care, but one of our primary considerations is protecting data and maintaining privacy. This being the case, the organisation has set up a lot of these web 2.0 applications on our intranet. We have over 22,000 staff so it is a fairly substantial amount of people that can be a part of a ‘social network’. I have tried to implement the use of a simple blog in a project I am managing to increase learning design capability within the organisation. This has not been as successful as I had hoped and has led me to question why it has not had learner engagement. I have taken the time to speak to those that were initially a part of the learning group to try and discover what has impacted on their engagement. Like the learners discussed above, these people are working from various sites around the country – some are regarded as isolated as they are the only learning and development member at a site. I thought setting up a blog to would help create discussion and peer review. One issue that constantly came up was that of trust. How can you build a sense of trust in an online, collaborative group? Or, a social network? Smith (2008) in a study of online, collaborative groups found that trust was ‘one of the most critical issues facing groups (p.325).’ She went on to say that: ‘The need to work with others through text based online environments can make trust issues more salient. The diminished physical cues provide limited information for learners to use and assess trust (p.325).’ I realised that the biggest issue with my ‘blog approach’ was that it relied completely on a text based environment. I have found this course (FET8611) an interesting comparison. By incorporating other social components like wimba, moodle, wikis, short messages, user pages etc. I have seen more trust develop in the group as the course progresses. This trust has been mainly generated by participation in the course. Knightly (2007) also recognised participation as being a factor in online learning targeted at marginalised adults. She suggests that as the learner participates in the learning environment, they develop a ‘student identity (p.280).’ In addition, participation ‘encouraged a sense of belonging and loyalty that helped students see their course through to completion (p.280).’ Further, Knightly concludes that this participation and sense of identity is critical to making the learner feel a part of the group and therefore less isolated. Core to that is the ability of learners to participate online: ‘The facility to participate in online conferences and discussion enabled students to feel less isolated and more a part of the learning community (p.280).’ Stephen I think you're onto something there, Cathleen. We sometimes downplay the use of rewards in adult education as we think that, as adults, we should be able to internalise our rewards (if that makes sense...!). It builds self esteem, allows adult learners to realise they are on the right track and also give constructive feedback. I still have a number of reservations about online learning and especially the use of web 2.0 applications in education and in particular for learning skills such as English. Online learning can never replace face to face education completely. There is a line to be drawn and it needs drawing. For example, nobody would ever suggest that swimming or riding a bicycle could be learnt online. Yes you could learn certain glossay items, identify strokes or poor technique but if you want to swim you need to get in the pool. However, there is a huge amount of conceptual and theoretical knowledge that is easily learnt or constructed in a collaborative online environment where discussion and negotiation of meaning will help crystalise knowledge. Melinda is absolutely right that large numbers of students don't need or want to collaborate and we should respect this diversity of learning styles. Yes, allow students to lurk and see what is going on but we don't need to force participation if the students are not comfortable with it. However, we must bear in mind the students many of us teach today, the digital native. My students can't conceive of a world before the internet and it seems that many of them are more comfortable interacting through the internet than face to face. I have had quite a bit of success in engaging students through the whiteboard room in BbVista. Students who are often too reticent to join in the classroom will type comments and contribute there. I can also draw them into the conversation and try to elicit comments directly. Even those who are content to lurk in this environment tend to be more engaged due to their habitat being on screen rather than facing a whiteboard. Although it is definitely more difficult for me as a teacher to plan and deliver a lesson like this while the students are all in the room following the lesson on screen I have to remember that the lesson is for their benefit and not mine regardless of how uncomfortable it may be for me teaching this way. My concern though is that learning like this and catering to students who struggle interacting face to face is going to make this more acceptable and breed generations of students who can't talk f2f and have trouble interacting with other adults in the real world. Ultimately, web 1.0 and web 2.0 and future technologies will represent the future of education and while some of my older colleagues have chosen not to upskill themselves as they can hang on with chalk and talk for the next few years, this kind of teaching will surely die as learners demand an educational system that seamlessly integrates technology into the learning environment. Stephen I think you have some very valid points, Nick. I am interested as I am only beginning to use these tools myself in my work context. There are two types of identifiable learners that I tend to deal with: • Graduates/cadet: usually fresh from university, pretty much have their heads around these types of tool and web 2.0 technologies • Staff engaged in other learning, usually been around for a while and definitely have limited experience in using web 2.0 It’s a funny balance – trying to challenge the ‘immigrant’ to give it a go while at the same time trying to give the ‘native’ learning opportunities using these technologies. I’m not sure I have the balance right but I am trying! To Collaborate or not to Collaborate?Student groups often use a “divide and conquer” cooperative strategy that has them each doing a part of the overall project. This approach tends to get the project done, but most of the learning advantages of collaborating are lost. Collaboration is more than simple working in groups. It is working together to synthesize the knowledge and other attributes into a product that is truly a group effort. It is this approach which is believed to have beneficial effects on learning (Collaborative Technologies Learning Community: Mike Lee, Robyn Parker, Chip Ingram http://fp.dl.kent.edu)Should students be allowed to make the choice to collaborate or should this be a required online activity? Please give your feedback. When interaction isn't an assessed requirement of a course my experience has been that it doesn't happen. Thinking about our own situation, would we be as active if it wasn't a requirement given the heavy workloads, family commitments and study schedules the majority of us have? The other side of this situation is that when activities for online interaction are set up well they really help to create a community which encourages learning. I’ve got a lot out of the learning experiences that we’ve participated in and find it exciting to consider the questions that others have posed in the kG pages. However, if I’m totally honest, I probably wouldn’t have participated very much if it hadn’t been a requirement purely because of my current workload. So not having a choice has probably been a good thing for me in this course. Having said that I have withdrawn from a course where there was such a heavy participation requirement that keeping up with it was completely unrealistic for me. According to research from the Collaborative Technologies Learning Community, important reasons to collaborate include: motivation, challenging and being challenged, creating understanding both individually and as a group, increased retention and authentic tasks can be created (Collaborative Technologies Learning Community: Mike Lee, Robyn Parker, Chip Ingram http://fpdc.kent.edu/oldsite/CollabTech/pdf/HandoutMay5_04.pdf ). Real Name? Identifying Web2.0 Agents: What they are and possible usesWebcams and Cell Phoneshttp://www.educationworld.com/a_tech/tech/tech100.shtmlhttp://www.education-world.com/a_tech/sites/sites081.shtml Virtual Classrooms: Engaging and Retaining Learners in Distance Education WebquestsWebQuest is an inquiry-oriented online tool for learning (Dr.Bernie Dodge,professor of educational technology at San Diego State University).Webquests are a great tool to encourage critical thinking and collaborationhttp://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html http://www.youtube.com/watch?v=o4rel5qOPvU&feature=related http://www.youtube.com/watch?v=Cyht-ehlAWY&feature=related http://www.youtube.com/watch?v=VrljNfEnSk0&feature=related http://webquest.org What is the educational value of Web 2.0? http://talknchalk.com/usq/china/ http://studentweb.usq.edu.au/home/W0099055/egypt/ Wikishttp://www.wikispaces.comwikispaces for teachers I have been using wikispaces.com to work with students in a humanities class using the topics of Globalization and Nationality to learn critical thinking skills and research using inquiry questions. The space is easy to use and has so far been a positive experience for students. the one drawback was that I decided after starting the project to use wikispaces for teachers. I began to see that the students were going to put a great deal of personal information on their pages and with wikispaces for teachers noone can view our information and it feels safer. the format is exactly the same so it is not a huge switch for the students. GamesAccording to Marc Prensky video games have great value- especially the complex ones. Complex games requires a player to learn a wide variety of often new and difficult skills and strategies, and to master these skills and strategies. They involve making choices that require critical thinking skills http://www.marcprensky.com/writing/Prensky-Complexity_Matters.pdfWhat can we learn from video games? http://www.marlineducation.com/WMS/Bitstrips.html Bit strips are a wonderful tool for providing space for students to create their own cartoons. These cartoons can be directly connected to their school work. Some of my students are using them to create their own politcal cartoons as well as create cartoons that reflect learning in literature. Although we are in the beginning stages of this at this point, this is exciting for the students and appears that it will be highly successful. I hope to be able to give an update to this in the future.BlogsUsing blogs and wiki's to engage digital immigrants in professional developmentedublogs.com I have created a blog for my students on Edublog. this seems to be a more complicated blog. I have not shut it down completely but we have opened a new one up at a new site. This is one that some of my students have used and prefer. blogspot This is where we have opened up a new blog site that seems to be working. It is very straight forward and just a texting site where the students can discuss issues that arise in current affairs and in the text books that they are reading. Google has been an important tool for me, as a teacher. I use the browser to find tools to help my students in projects. I try not to "reinvent the wheel" (which is sometimes tempting for a digital immigrant), but to take opportunities to practice my online skills by using resources off the net. Initially this has been very time consumming for me, but the more I work at it the more I see that it is not only beginning to save me tim, but alos to give me tools I could not have created myself. GISWikipedia states that a GIS is a geographic information system. It captures, stores, analyzes, manages, and presents data that is linked to location. Technically, GIS is geographic information systems which includes mapping software and its application with remote sensing, land surveying, aerial photography, mathematics, photogrammetry, geography, and tools that can be implemented with GIS software. In simplest terms, GIS is the merging of graphic map entities and databases. Consumer users would likely be familiar with applications for finding driving directions, like a GPS program on their hand-held device. GPS (Global Positioning System) is the real time location component that uses satellites to show your current position, "where am I now" on your device.Students can use a GIS to create customized maps. GPS to find directions and to locate important landmarks. Students can also use Web agents like Google Earth to track their own ancestry or follow important events in history (ie. the colonization of Canada, or the movement of a variety of people groups to Canada) http://www.hmsgis.multimedialearning.org/ http://www.herodot.net/conferences/stockholm/esri/Siegmund%20et%20al.pdf
Virtual ClassroomsElluminate Livehttp://elive.learnnet.net/play_recording.html?recordingId=1249091724146_1257065434342] v Real Name? Real Name? Related knowledgeGarden pagesEngaging online with Elluminate E-live improves student successUsing Smart Boards with elementary distance learners via Elluminate's desktop sharing Using the Elluminate Conferencing system Friend or Foe? Taming Facebook for Education explores the usefulness and potential of social networking services such as Facebook in educational contexts. Facebook is an attractive option to explore because is it a very popular place for our students and its platform allows integration of many of social media tools and services such as blogs, video sharing, etc. in one place. Joan and Jo's synchronous Elluminate seminar presentation. Turn on your speakers and wind up the volume and select the following link: https://sas.elluminate.com/site/external/launch/play.jnlp?psid=2006-10-10.0039.M.38FF317D93AE91512E13E244C6D9AE.vcr What can we learn from video games? Using blogs and wiki's to engage digital immigrants in professional development Virtual Classrooms: Engaging and Retaining Learners in Distance Education Related web sites
Referenceshttp://edorigami.wikispaces.com/Understanding+Digital+Children+-+Ian+Jukes Kasper, L. (2002). Technology as a tool for literacy in the age of information: Implications for the ESL classroom, teaching English in the two-year college, v30, n2, p. 129-44. Kehrwald, B. (2008). “Understanding social presence in text-based online learning environments”. Distance Education, 29(1), 89-106. Retrieved August 27, 2008, from Academic Research Library database. Knightly, W. (2007). 'Adult learners online: students experiences of learning online'. Australian Jounal of Adult Learning, 47(2), 264-288. http://www.marcprensky.com Reynard, R., Ph.D., (2008). Social Networking: Learning Theory in Action, T.H.E. Journal. Retrieved 14 Sept. 2008 from http://www.thejournal.com/articles/22646. Smith, R. (2008). 'The paradox of trust in online collaborative groups.' Distance Education, 29 (3), 325-340. Teles, L. (1993). Cognitive apprenticeship on global networks. In L. Harasim (Ed.), Global networks. Massachusetts: MIT Press. Warschauer, M. (1995). Virtual Connections: Online Activities and Projects for Networking Language Learners. Honolulu, HI: University of Hawaii Second Language Teaching and Curriculum Center. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-26.
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