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Popov V.,Wageningen University | Biemans H.J.A.,Wageningen University | Brinkman D.,Wageningen University | Kuznetsov A.N.,Academy of Professional Development and Re Training of Educators | Mulder M.,Wageningen University
Internet and Higher Education | Year: 2013

To foster collaboration and improve the quality of students' discussions in mixed- and same- culture learner groups engaged in computer-supported collaborative learning (CSCL), a collaboration script was introduced. A 2 × 2-factorial design was used to examine the effects of using this collaboration script on students' online collaborative behavior and the quality of their discussions. A total of 130 university students worked in dyads on a topic concerned with intercultural communication. Culturally mixed dyads working with the script showed a higher frequency of seeking input and social interaction than the students in the other three types of dyads. Same-culture dyads working with the script showed a lower frequency of planning activity than same-culture dyads working without the script. Independent of script condition, the same-culture dyads displayed a higher frequency of contributing activity and showed a higher quality of online discussion than the mixed-culture dyads. Collaboration in culturally mixed groups is less than optimal and may require extra facilitation. © 2013 Elsevier Inc. Source


Popov V.,Wageningen University | Biemans H.J.A.,Wageningen University | Kuznetsov A.N.,Academy of Professional Development and Re Training of Educators | Mulder M.,Wageningen University
Technology, Pedagogy and Education | Year: 2014

In this exploratory study, the authors introduced an interculturally enriched collaboration script (IECS) for working in culturally diverse groups within a computer-supported collaborative learning (CSCL) environment and then assessed student online collaborative behaviour, learning performance and experiences. The question was if and how these variables differed for the groups that used an IECS versus groups that used a general collaboration script (CS) that did not include intercultural elements. Using a web conferencing tool, 47 students from a university in Ukraine and a university in the Netherlands worked together in groups to develop project plans on an environmental problem. The groups in the IECS condition showed a higher frequency of so-called contributing behaviour but a lower frequency of planning behaviour, seeking input and social interaction than the groups in the CS condition. The IECS groups also produced better project plans than the CS groups. Future study using a similar experimental set-up but with larger samples is recommended to see if the present results can be replicated. © 2014 © 2014 Association for Information Technology in Teacher Education. Source


Malevanov E.Y.,Academy of Professional Development and Re Training of Educators | Novoselova S.Y.,Academy of Professional Development and Re Training of Educators | Pevtsova E.A.,Academy of Professional Development and Re Training of Educators
Journal of Sustainable Development | Year: 2015

The presence in students of required established and proven general cultural and professional competences' set is the key of the person success in his professional activities. In modern conditions of changing labor market, which is oriented on high-tech competence, a special need is determined by the costs associated with the individual intellectual potential development. Personality, as any kind of commodity, without the intellectual component or insufficient level of development, is not competitive and not demanded by the labor market. The goal of the article consists of the scientific and practical justification of technologies didactic content of the higher school students' intellectual potential development and experimental verification of their efficiency in the educational process. The article presents the theoretical and methodological basis for the design and implementation of technologies didactic content of students' intellectual potential development: the essence and structure of intellectual potential; teaching modules' content, which define a typology of technologies, criteria of technologies' productivity. The leading method of research is the technologies' didactic content modeling method of higher school students' intellectual potential development. The article is intended for higher school teachers, researchers, graduate students, undergraduates, students, deeply studying the problems of SRWS (scientific and research work of students). It is also recommended for the universities Methodists, specialists of national education authorities, the attendants of professional skill improvement system and high schools personnel retraining, school teacher training centers. © 2015 by the author(s). Source

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