Collaborative learning online

McAlpine, Iain

doi:10.1080/0158791000210105

Cited by 44 publications

(20 citation statements)

References 5 publications

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“…The ultimate goal of such learning is “making meaning,” which results from learners engaging, incorporating, and critically exploring the views of others, while new possibilities of interpretations are opened through the interaction (Reeves & Oakley, 1996). Activities that promote a collaborative process of building and reshaping understanding with and among their peers might be especially important in courses that involve ethical reflection (Jonassen et al, 1996; McAlpine, 2000). In one study that evaluated both the content of the module and the tools used to deliver it, students’ feedback highlighted the importance of incorporating assignments that encouraged learning and critical reflection via peer assessment and interaction (Pombo et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Recently, online training opportunities in research ethics have been developed for worldwide audiences that can supplement traditional learning by addressing limitations inherent in face-to-face educational programs (McAlpine, 2000; Pombo, Loureiro, & Moreira, 2010; University of Miami, 2012). Such offerings can reach a much larger number of individuals from diverse geographic locations, as they can be accessed “anytime, anywhere.” Issues with reliable Internet availability and limited bandwidth remain in LMICs, but have improved in recent years.…”

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confidence: 99%

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An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

Silverman

Strosberg

Luna³

et al. 2013

Journal of Empirical Research on Human Research Ethics

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Several training programs sponsored by the NIH/Fogarty International Center’s International Research Ethics Education and Curriculum Development Program offer online graduate-level courses in research ethics to participants in low- and middle-income countries. This paper describes the evaluation of four of these online courses and recommendations for improvements to achieve the highest-quality design and delivery. We used an evaluation matrix consisting of 95 criteria based on recommended best practices in eLearning. Our results showed that these courses are developing or meeting nearly 73% of the criteria, while they are not meeting approximately 21% of the criteria. Together, one or more of the courses are developing or meeting 89 of the 95 criteria. These results suggest that the necessary skills and expertise exist in these programs to bring all of the eLearning courses close to 100% proficiency by sharing a common set of best practices. This paper is part of a collection of articles analyzing the Fogarty International Center’s International Research Ethics Education and Curriculum Development Program.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

Silverman

Strosberg

Luna³

et al. 2013

Journal of Empirical Research on Human Research Ethics

View full text Add to dashboard Cite

show abstract

“…Interaction was one of the key components to create a learning community for virtual school students (Barbour, 2007). Research into the field of learning communities in online learning environments has been growing over the past decade (e.g., Alavi & Dufner, 2004;Berg, 1999;Carabajal, LaPointe, & Gunawardena, 2003;Dirkx & Smith, 2004;Fung, 2004;Hill, 2002;Hill, Raven, & Han, 2007;Kollock, 1998;McAlpine, 2000;Rovai, 2001;Stacey, 1999). However, like the literature on distance education and online learning in general, the research into online learning communities is almost exclusively focused upon adult populations (including all of the references cited above).…”

Section: Discussionmentioning

confidence: 99%

Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Cavanaugh

Barbour

Clark³

2009

IRRODL

181

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The literature related to online learning programs for K-12 students dates to the mid-1990s and builds upon a century of research and practice from K-12 distance education. While K-12 online learning programs have evolved and grown over the past decade, the amount of published research on virtual schooling practice and policy is limited. The current literature includes practitioner reports and experimental and quasi-experimental studies, both published and unpublished. This paper reviews open access literature in K-12 online learning and reports on a structured content analysis of the documents. Themes in the literature include steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12 online learning. In addition, newly developed standards for K-12 online learning are emerging in descriptions of effective practices.

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“…This requires a process in which a group mark can be modified to take account of the relative performance of individuals. There are, however, acceptable methods of doing this in which the students provide feedback on relative performance of group members (Morris & Hayes, 1997;McAlpine, 2000). Basing assessment on the same activity as the learning task ensures that the intended skill development is assessed.…”

Section: Teaching Learning and Assessmentmentioning

confidence: 99%

“…By taking account of the views of others, students must reflect on their own ideas, challenge and expand their own conceptions, and engage in further learning to reach a solution. This can be carried out in face to face tutorial groups, or it can be achieved using synchronous or asynchronous computer conferencing (McAlpine, 2000).…”

Section: Development Of a Solutionmentioning

confidence: 99%

Problem based learning in the design of a multimedia project

McAlpine

Clements

2001

AJET

Self Cite

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This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.

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Collaborative learning online

Cited by 44 publications

References 5 publications

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

An Analysis of Online Courses in Research Ethics in the Fogarty-Sponsored Bioethics Training Programs

Research and Practice in K-12 Online Learning: A Review of Open Access Literature

Problem based learning in the design of a multimedia project

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