Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment
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The initial implementation and evaluation of an online environment designed to support a collaborative programming task is described and a holistic, context based approach to evaluating the success of the innovation is documented, together with the framework used for conducting the evaluation.Abstract:
Existing teaching-learning arrangements in many online courses may not offer sufficient scope for off campus and on campus students to work collaboratively. Tasks that support collaboration online, goal sharing and collaborative decision making provide computer programming students with experiential learning, replicating how they will work on completion of university study and when entering the professional world. This study describes the initial implementation and evaluation of an online environment designed to support a collaborative programming task. A holistic, context based approach to evaluating the success of the innovation is documented, together with the framework used for conducting the evaluation. The approach to evaluation is integrative and holistic, seeking multiple forms of evidence for collaboration, engagement and improved learning and teaching. In addition, the study outlines decisions that have to be faced by practitioners in supporting online collaborative skills and carrying through an evaluation of an initial implementation.read more
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CMC Modes for Learning Tasks at a Distance
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Book ChapterDOI
Supporting Collaborative Project Teams Using Computer-Based Technologies
Abstract: This chapter considers computer-supported collaborative learning within the context of a technology-supported project-based subject offered to advanced-level students in a postgraduate education program. The subject was the focus of a qualitative case study investigation that revealed how student teams worked together on an authentic project task and the role online tools play in supporting their collaboration. This chapter discusses the research and conceptual literature that informed the design of the learning environment, the nature of the research study and the relevant findings, and some of the practical implications for teachers and designers in selecting online tools to support collaborative learning. 701 E. Chocolate Avenue, Suite 200, Hershey PA 17033-1240, USA Tel: 717/533-8845; Fax 717/533-8661; URL-http://www.idea-group.com ITB9541 IDEA GROUP PUBLISHING This chapter appears in the book, Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts. C pyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
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Learning through online discussion: A case of triangulation in research
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Instructor Immediacy Strategies to Facilitate Group Work in Online Graduate Study.
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References
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Qualitative Evaluation And Research Methods
TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
Journal Article
Qualitative evaluation and research methods
TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
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Research on cooperative learning and achievement: What we know, what we need to know.
TL;DR: Cooperative learning is one of the greatest success stories in the history of educational research as discussed by the authors, and the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.
Journal ArticleDOI
Constructivism and computer‐mediated communication in distance education
TL;DR: The assumptions of a constructivist epistemology are described, they are contrasted with objectivist assumptions, and instructional systems that can support constructive learning at a distance are described.
BookDOI
Cscl : Theory and Practice of An Emerging Paradigm
TL;DR: This book discusses how to support teachers Transitioning to Project-Based Science Practices in a New Paradigm Shifts and Instructional Technology, and some examples of such support can be found in the textbooks of the 1990s and 2000s.