Abstract
The nature and benefits of collaborative learning has aroused research interest particularly as developments in software and networking technology allow the computer to be an active participant in these interactions and their management. This paper argues for a closer definition and examination of collaborative models, and how they can be guided to produce benefits which not only develop knowledge and skills of reasoning and reflection, but cooperative methods of learning. A software system, SEMSIM, developed to assist asynchronous collaborative interchanges in a pseudo-seminar setting is described, and two initial trials are outlined. The results, though encouraging, suggest close attention needs to be given to methods of guidance and control.
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