Open AccessJournal Article
Web Environments for Group-Based Project Work in Higher Education
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Two courses in which course-specific World Wide Web environments have evolved over a series of course sequences and are used both as tool environments for group-process support and as the product environment of the project work itself are described.Abstract:
We discuss problems confronting the use of group-based project work as an instructional strategy in higher education and describe two courses in which course-specific World Wide Web (Web) environments have evolved over a series of course sequences and are used both as tool environments for group-process support and as the product environment of the project work itself. In particular we describe the use of specific Web-embedded shared workspace, communication-management and evaluation tools and their contribution to the management and educational value of group-based project work. The integration of instructional principles and strategies with the Web-based tools is also of particular importance. The 1996-97 versions of the courses analysed in this article can be found at http://www.to.utwente.nl/ism/ism1-96/home.htm for the first-year course in educational media design, and at www.edu.cs.utwente.nl/~aitnlpbg/, for the first-year course in applications of information technology. Both courses, at the University of Twente, use group-based project work as a major organizational form, but integrate all aspects of the courses within cohesive Web environments.read more
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References
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Computer support for learning through complex problem solving
Mark Guzdial,Janet L. Kolodner,Cindy E. Hmelo,Hari Narayanan,David Carlson,Noel Rappin,Roland Hübscher,Jennifer Turns,W.C. Newstetter +8 more
TL;DR: Back-of-the-chapter problems don’t provide students with the context to make the problems motivating and to facilitate transfer (use of the knowledge in other situations), so students need two kinds of help to make them work for learning.