Computer‐mediated communication as a learning resource

McAteer, Erica; Tolmie, Andrew; Duffy, Celia; Corbett, John

doi:10.1046/j.1365-2729.1997.00024.x

Cited by 43 publications

(26 citation statements)

References 8 publications

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“…Early research in NL was focused mostly on the overall processes or outcomes of participant or teacher behaviour, using coding schemes (Gunawardena et al, 1997;Henri, 1992), questionnaires or student feedback (McAteer et al, 1997). More recently there has been articulated a need for a mixed-method approach -sometimes with a preference for a combination of quantitative and qualitative approaches (Hakkinen et al, 2003;Hammond & Wiriyapinit, 2004;Strijbos et al, 2004).…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

et al. 2006

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Abstract. The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher's personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

et al. 2006

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“…For example, group based project work has been advocated for its capacity to foster professional skills and experiential learning (Klemm & Snell, 1996;McLoughlin & Luca, 2000a). By enabling online groups to work on complex tasks in a problem based learning format, opportunities are provided to develop independent and interdependent skills such as teamwork and communication (McConnell, 2000;McAteer et al, 1997). Collis (1998) lists a number of design issues relating to project based group work.…”

Section: Implications For the Learning Design Based On Extant Researchmentioning

confidence: 99%

Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment

McLoughlin

2002

AJET

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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. Aim of the paperThe aim of this article is to evaluate the initial implementation of an online learning task requiring small teams of undergraduate students to collaborate in the creation of a computer program. The design of the learning environment is described in addition to the approach and methodology for evaluating both learning processes and learning outcomes. Implications for evaluations of future implementations of the learning task are discussed. The evaluation of this innovation formed part of the CUTSD Project Staff development in evaluation of technology based teaching development projects: An action inquiry approach, and made extensive use of the handbook and framework for evaluation developed for the project by Phillips et al (2000). 228 Australian Journal of Educational Technology, 2002, 18(2) Theoretical framing for collaborative online learning Development of personal transferable skills required for the professions includes integration of theoretical and practical knowledge, communication skills, reflection on one's own knowledge and management of self, others and information (Taylor, 1997;Oliver & McLoughlin, 2001). The latter skill includes the capacity to share ideas and work collaboratively. Educational practice in general and the pedagogies that are applied in higher education are not well attuned to the development of professional expertise (Barnett, 1994). Often the design of curricula, the planning of learning activities and the forms of assessment mean that students tend to develop inert knowledge, not readily transferable to the complexities of professional life. In real life contexts, experts work in teams, share knowledge, apply it, revise and transform it through discussion, application and analysis. Tertiary pedagogy, in contrast, often values independent study and achievement. In the design of learning tasks, skills and knowledge are often decontextualised and transferable, while generic skills are not accorded sufficient emphasis....

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“…In the case studies outlined here it is our view that the task defined in Case Study 1 was entirely appropriate for the medium (a similar task utilizing different software is described by McAteer et al (1997)). Students were clear about the nature of the task, their role (see Berge (1995) for a description of the role of facilitators in computer conferences) and the procedures to be followed.…”

Section: Discussionmentioning

confidence: 99%

The importance of task appropriateness in computer-supported collaborative learning

Buckner

Morss

1999

ALT-J

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Computer‐mediated communication as a learning resource

Cited by 43 publications

References 8 publications

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher

Computer supported teamwork: An integrative approach to evaluating cooperative learning in an online environment

The importance of task appropriateness in computer-supported collaborative learning

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