Effective Practices in Online Collaborative Learning In Campus-based Courses
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Laferriere, T., Murphy, E. & Campos, M. (2005). Effective Practices in Online Collaborative Learning In Campus-based Courses. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1878-1885). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20350.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
June 27, 2005
Piet Kommers & Griff Richards
More Information on EDMEDIA
Table of Contents
The aim of this paper is to identify effective practices related to online collaborative learning (OCL) in campus-based courses in higher education. Three different perspectives were selected by instructors as conducive to online collaboration in campus-based courses: the reflective practitioner perspective, the critical thinking perspective, and the project-based learning perspective. Data were gathered in diverse contexts and over a range of periods from three years to one month. Analytical approaches were aligned with the three perspectives identified. Results show that online collaborative learning monitored through discourse analysis can support instructors in their efforts to match intentions with learning outcomes thus leading to more effective practices.
- Blended Learning: An Asian Perspective
- Scaffolding With and Through Videos: An Example of ICT-TPACK
- Supporting E-Learning with Technologies for Electronic Documents
- Usage Analysis in Learning Systems
- Learning Effectiveness of Collaborative Learning in Singapore Higher Education – A Pilot Study
- A Special Passage Through Asia E-Learning
- Factors Affecting Student Engagement in a Blended Learning Environment
- e-Learning platforms for Semantic Web
- Collaboration Beyond the Classroom Walls: Deepening Learning for Students, Preservice Teachers, Teachers, and Professors
- Learning Objects in Context
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