Developing Complex Problem Solving Skills through Between-Group Collaboration in Online Project-Based Courses
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Lou, Y. (2004). Developing Complex Problem Solving Skills through Between-Group Collaboration in Online Project-Based Courses. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4192-4194). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13064.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meet the challenges in the real world. The purpose of this study was to explore whether between-group collaboration in project-based online courses can promote student learning of complex problem-solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a two-week online mini-course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. Results indicate that between-group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence of complex problem-solving in designing online courses.
- The Online Teacher: Examining the Time and Daily Schedules
- Forums –Facilitator Roles and Questions – The Effect of Facilitator Action on Student Participation in Discussion Forums.
- The Role of Video in Pre-Service Teacher First Day of School Observations: Peer Review on Learning of Teaching Concepts and Future Application
- Changing cultures, changing practices: Using mobile tools, the cloud and ePortfolios for authentic assessment
- SALMS: SCORM-compliant Adaptive LMS
- Information Literacy Achievement: Online Virtual Community Help Center in a Web-Enhanced Environment
- Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
- E-learning and ADDIE Model
- Development of social presence scale
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
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