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Browsing by Subject: Collaboration

  1. Case designs for ill-structured problems: Analysis and implications for practice

    Nada Dabbagh & Cecily Williams Blijd, George Mason University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 18, No. 2 (April 2009) pp. 141–170

    This study is a third in a series of studies that examined students’ information seeking and problem solving behaviors while interacting with one of two types of web-based representations of an ill... More

    pp. 141-170

  2. MMOGs: Beyond the Wildest Imagination

    Jonathan Gratch, Univeristy of North Texas, United States; Janet Kelly, Texas Christian University, United States

    Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 175–187

    ***Invited as a paper from SITE 2007*** Historically, Massive Multiplayer Online Games (MMOGs) have been used for entertainment purposes, but that is rapidly changing. Advances in computer... More

    pp. 175-187

  3. Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies

    Christine Dearnley, University of Bradford, United Kingdom; Jill Taylor, Leeds Metropolitan University, United Kingdom; Scott Hennessy, University of Leeds, United Kingdom; Maria Parks, York St John University, United Kingdom; Catherine Coates, Leeds Metropolitan University, United Kingdom; Jackie Haigh & John Fairhall, University of Bradford, United Kingdom; Kevin Riley, University of Huddersfield, United Kingdom; Mark Dransfield, York St John University, United Kingdom

    International Journal on E-Learning Vol. 8, No. 2 (April 2009) pp. 193–207

    This article presents the outcomes of the Mobile Technologies Pilot Project for the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL). ALPS... More

    pp. 193-207

  4. Baptism by firewall? Computer-mediated collaborative projects as professional development opportunities for teachers.

    Julie Shaughnessy, Purves Ross & Anita Jackson, Roehampton University, United Kingdom

    Contemporary Issues in Technology and Teacher Education Vol. 8, No. 4 (December 2008) pp. 367–393

    Abstract New technologies now offer teachers alternative models of collaboration with schools overseas, but how effective are they as professional development opportunities? The experiences of 18... More

    pp. 367-393

  5. Looking Forward to Look Backward: Technology and King Arthur

    Jennifer D.E. Thomas, Martha Driver & Jean F. Coppola, Pace University, United States; Barbara A. Thomas, Westchester Community College, United States

    AACE Journal Vol. 16, No. 4 (October 2008) pp. 367–383

    This article discusses students' perceptions of the impact of technology integration in an interdisciplinary medieval English literature and multimedia course on developing higher-order thinking... More

    pp. 367-383

  6. Web-Supported Communities for Teacher Professional Development: Five Cautions

    Hedieh Najafi, Ontario Institute for Studies in Education of the University of Toronto, Canada; Anthony Clarke, University of British Columbia, Canada

    Contemporary Issues in Technology and Teacher Education Vol. 8, No. 3 (September 2008) pp. 244–263

    This interpretive case study explores an attempt to add an online component-the On-line Literacy Project-to a successful face-to-face professional development community. Participants were six... More

    pp. 244-263

  7. Supporting Self-, Peer-, and Collaborative- Assessment in E-Learning: The Case of the PEer and Collaborative ASSessment Environment (PECASSE)

    Evangelia Gouli, Agoritsa Gogoulou & Maria Grigoriadou, University of Athens, Greece

    Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 615–647

    ** Invited as a paper from ED-MEDIA 2006 ** Self-, peer-, and collaborative-assessment aim at integrating learning and assessment and promoting the active engagement of learners in the assessment... More

    pp. 615-647

  8. Using a Virtual Learning Environment to Manage Group Projects: A Case Study

    Yvonne Cleary & Ann Marcus-Quinn, University of Limerick, Ireland

    International Journal on E-Learning Vol. 7, No. 4 (October 2008) pp. 603–621

    Virtual Learning Environments (VLEs) are increasingly used by Higher Education Institutions to manage and enhance teaching and learning, and research. Discussion, chat, scheduling, and other... More

    pp. 603-621

  9. Teachers’ Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training

    Charalambos Mouzakis, Department of Primary Education, National and kapodistrian University of Athens, Greece

    Journal of Technology and Teacher Education Vol. 16, No. 4 (October 2008) pp. 461–482

    The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education... More

    pp. 461-482

  10. Scaffolding Learning through Multimedia Development

    Yi-Mei Lin, National Chung Cheng University, Taiwan; Karen Swan & Annette Kratcoski, Kent State University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 17, No. 3 (July 2008) pp. 363–385

    This paper reports on a third grade class's use of technology during a science unit on forces and motion. The investigation documents the unique ways in which children can construct knowledge and... More

    pp. 363-385

  11. Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work

    Heejung An, William Paterson University, United States; Sangkyung Kim, Pratt Institute, United States; Bosung Kim, UNIVERSITY OF MISSOURI-COLUMBIA, United States

    Contemporary Issues in Technology and Teacher Education Vol. 8, No. 1 (2008) pp. 65–83

    This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program.... More

    pp. 65-83

  12. Nontraditional Students’ Perception of a Blended Course: Integrating Synchronous Online Discussion and Face-to-Face Instruction

    Joseph Blankson, Carle Foundation Hospital, USA, United States; Lydia Kyei-Blankson, Illinois State University, USA, United States

    Journal of Interactive Learning Research Vol. 19, No. 3 (July 2008) pp. 421–438

    Nontraditional students are rapidly becoming the majority group on campuses across America. These students are often hard pressed for time and in order to provide them with equal learning... More

    pp. 421-438

  13. Re-Conceptualizing the Linked Courses Model

    Mary Baxter, Graduated Doctoral Student University of Houston, United States

    AACE Journal Vol. 16, No. 2 (April 2008) pp. 127–135

    To help students meet the demands of society, the University of Houston is using the framework of learning communities and constructivism to create a cross-disciplinary approach to teaching to... More

    pp. 127-135

  14. A New Pathway for E-Learning: From Distribution to Collaboration and Competence in E-Learning

    Ulf-Daniel Ehlers, University of Duisburg-Essen, Germany

    AACE Journal Vol. 16, No. 2 (April 2008) pp. 187–202

    The article describes the current challenge for e-learning in higher education, which is to support development of competence. This poses great challenges to e-learning in higher education, mainly ... More

    pp. 187-202

  15. A Proposal for Ozone Science Podcasting in a Middle Science Classroom

    Debra Piecka & Elaine Studnicki, Duquesne University, United States; Michelle Zuckerman-Parker, Allegheny Singer Research Institute, Center for Genomic Studies, United States

    AACE Journal Vol. 16, No. 2 (April 2008) pp. 203–233

    The use of podcasting has grown exponentially. Research projects are racing to keep up with this growth to understand implications for learning and instruction. This project specifically attempts... More

    pp. 203-233

  16. The Effects of Using a Bulletin Board on Gender Differences in Program Coding

    Eshaa Alkhalifa, University of Bahrain, Bahrain

    AACE Journal Vol. 16, No. 2 (April 2008) pp. 95–114

    Gender studies across the world have produced a wealth of information generated by studies that seek to investigate the existence of a distinction between genders in mathematical-based courses,... More

    pp. 95-114

  17. Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort

    Lance Ford, Howe Public Schools, United States; Gracie Branch, Norman Public Schools, United States; George Moore, Sam Houston State University, United States

    AACE Journal Vol. 16, No. 2 (April 2008) pp. 161–185

    A phenomenological study was conducted with a group of doctoral students preparing to be technology leaders. Students and faculty participated in weekend-intensive course work in which the faculty ... More

    pp. 161-185

  18. Learning Effects of Student Collaboration in Electronic Portfolio Construction: An Action Research

    Charles Xiaoxue Wang, Georgia State University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 175–180

    Portfolios that provide evidence of pre-service teachers' professional growth and development have been widely incorporated in teacher education programs (Barrett, 2001; Wilhelm et al., 2006);... More

    pp. 175-180

  19. Novice and Expert Collaboration in Educational Software Development: Evaluating Application Effectiveness

    Rob Friedman & Adam Saponara, New Jersey Institute of Technology, United States

    Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 271–292

    In an attempt to hone the role of learners as designers, this study investigates the effectiveness of an instructional software application resulting from a design process founded on the tenets of ... More

    pp. 271-292

  20. Instructional Design by Novice Designers: Two Empirical Studies

    Daniëlle Verstegen, Risbo, Erasmus University Rotterdam, Netherlands; Yvonne Barnard, ITS, University of Leeds, United Kingdom; Albert Pilot, IVLOS, Utrecht University, Netherlands

    Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 351–383

    In many cases advanced instructional products, such as computer-based training, e-learning programs, simulations, and simulators are not designed by experienced instructional designers, but by... More

    pp. 351-383