Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning

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Lowerison, G. & Schmid, R.F. (2007). Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 6255-6262). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26782.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
ISBN 1-880094-63-0
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Authors

Gretchen Lowerison, Richard F Schmid, Concordia University, Canada

Abstract

Students from a graduate class in educational computing took part in a study exploring the effectiveness of learner-controlled, web-based tools to support knowledge building and self-regulation. Learners were randomly divided into one of five study groups: Moodle (collaborative, structured linear environment), Blog (collaborative, unstructured linear environment), TikiWiki and MediaWiki (collaborative, dynamic environment), and free choice. Data came from self-report surveys, learning journals, content analysis of artifacts, and final grade. Results indicate that learners perceive that Blogs and Wikis promote increased collaboration, dialog and active engagement. Learners who are less familiar with the knowledge domain and / or the technology prefer a more structured, instructor guided learning environment. Implications for use of these tools to support learning will be discussed.

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