Special Issue on Collaborative and Group Learning
Group Learning is an effective classroom method by which learning takes place among a limited number of participants. Students learn to work with all types of people in a collaborative environment. During group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others. Beneficial, cooperative-learning situations are not easy to set up. In many situations, particularly those in which people must work together on a problem, conflicts prevent learning. As a result, cooperative learning requires teaching kids to work well with others by resolving these inevitable conflicts.
In this special issue, we are going to invite front-line researchers and authors to contribute original research and review articles on collaborative and group learning. The topics to be covered by this special issue include, but are not limited to:
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Cooperative and collaborative learning
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Collaborative learning models
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The difference between collaborative learning and the traditional approach
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Work effectively with group members
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The benefits and advantages of cooperative and collaborative learning
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Group problems and inevitable conflicts in collaborative learning
Authors should read over the journal’s Authors’ Guidelines carefully before submission. Prospective authors should submit an electronic copy of their complete manuscript through the journal’s Paper Submission System.
Please kindly notice that the “Special Issue” under your manuscript title is supposed to be specified and the research field “Special Issue - Collaborative and Group Learning” should be chosen during your submission.
According to the following timetable:
Manuscript Deadline
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October 9th, 2014
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Publication Date
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November 2014
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Guest Editor:
Dr. Cathy H. Qi
University of New Mexico, USA
For further questions or inquiries
Please contact Editorial Assistant at
ce@scirp.org