Thesis Abstract
On-ground experience offer multiple aids for students when dealing with skills-based learning. Face-to-face collaborative learning revealed numerous benefits: better performance, better motivation, higher test scores and level of achievement, development of high level thinking skills, higher student satisfaction etc. (Johnson et al., 1981;Dansereau, 1983; Slavin, 1987; Sharan, 1990). More recent research on computer supported collaborative learning has confirmed these benefits and has shown that they can be enhanced even further through adequate technological support (e.g. Alavi, 1994; Hiltz, 1995; Huynh,1999). By designing invisible interfaces, as a user interface compatible with the cognitive process involved in learning by doing, web mediated collaborative learning environments can be just as effective as traditional on-ground learning experiences.
