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There is ample empirical evidence suggesting that cognitive processes necessary for deep learning and information retention occur in dialogues (Van der Linden et al., 2001). However, research on group learning shows that asynchronous distributed learning groups utilizing computer-supported collaborative learning environments often lack the social interaction needed for these dialogues (Montoya et al., 2011; Wolf et al., 2009; Hallett et al, 1997). There are at least two identifiable factors which can be seen as pitfalls to social interaction:
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