Sociale omgivelser når læring foregår i synkrone og
asynkrone sammenhænge.
"As in face-to-face groups where teachers and learners
are walking around, learning and
working, having meetings, searching in the library or resting in the coffee corner,
embedding of Group Awareness Widgets in a CSCL environment can help bring such a
social environment (including the task- and non-task contexts) into a DLG".
(Karel Kreijns 2002)
"Without a feeling of community people are
on their own, likely to be anxious, defensive
and unwilling to take the risks involved in learning” found that certain conditions must
exist before students will offer tentative ideas to peers, critique the ideas of peers, and
interpret criticism as valuable rather than as a personal insult".
(Karel Kreijns 2002)
"Social interaction is important for establishing
a social space in which a structure can
be found that encompasses social relationships, group cohesion, trust and belonging, all
of which contribute to open communication, critical thinking, supportive interaction, and
social negotiation". (Karel Kreijns 2002)
"Social affordances encourage social interaction,
which is responsible for establishing a
social space/social climate". (Karel Kreijns 2002)
