ICT in supporting collaborative learning: pedagogy and practice Export

@article{citeulike:3064385, abstract = {The rapid expansion of networking capabilities and growing potential of access to such facilities is stimulating an exponential growth in the interest to develop technological resources to facilitate and enhance the learning experience within Higher Education. Thus, educational institutions are increasingly being encouraged to experiment with tools that promote collaborative working, which are, in turn, perceived to help in the development of more autonomous, responsible learners. This paper therefore seeks briefly to explore the theoretical underpinnings that usually prompt the adoption of such tools as Asynchronous Computer Conferencing (ACC) technology for collaborative working in an educational environment. The research will then go on to question the traditional approach of the ‘moderated’ implementation of such technology as well as reporting on some findings gained from fieldwork studies undertaken with campus-based undergraduates using ACC for supporting Computer Supported Collaborative Learning as an integral part of their learning experience within a Higher Education environment.}, author = {Jefferies, Pat}, citeulike-article-id = {3064385}, citeulike-linkout-0 = {http://dx.doi.org/10.1080/1358165032000156428}, doi = {10.1080/1358165032000156428}, journal = {Learning, Media and Technology}, keywords = {learning, vicarious}, number = {1}, pages = {35--48}, posted-at = {2008-07-31 01:42:17}, priority = {2}, publisher = {Routledge}, title = {ICT in supporting collaborative learning: pedagogy and practice}, url = {http://dx.doi.org/10.1080/1358165032000156428}, volume = {28}, year = {2003} }

TY - JOUR ID - citeulike:3064385 L3 - citeulike-article-id:3064385 N2 - The rapid expansion of networking capabilities and growing potential of access to such facilities is stimulating an exponential growth in the interest to develop technological resources to facilitate and enhance the learning experience within Higher Education. Thus, educational institutions are increasingly being encouraged to experiment with tools that promote collaborative working, which are, in turn, perceived to help in the development of more autonomous, responsible learners. This paper therefore seeks briefly to explore the theoretical underpinnings that usually prompt the adoption of such tools as Asynchronous Computer Conferencing (ACC) technology for collaborative working in an educational environment. The research will then go on to question the traditional approach of the ‘moderated’ implementation of such technology as well as reporting on some findings gained from fieldwork studies undertaken with campus-based undergraduates using ACC for supporting Computer Supported Collaborative Learning as an integral part of their learning experience within a Higher Education environment. IS - 1 JF - Learning, Media and Technology EP - 48 TI - ICT in supporting collaborative learning: pedagogy and practice PB - Routledge VL - 28 SP - 35 KW - learning KW - vicarious AU - Jefferies, Pat PY - 2003/// UR - http://dx.doi.org/10.1080/1358165032000156428 ER -