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Constructivism and online collaborative group learning in higher education: A case study

Lim, H.L. and Sudweeks, F. (2009) Constructivism and online collaborative group learning in higher education: A case study. In: Payne, C.R., (ed.) Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Idea Group, Hershey, PA, pp. 231-246.

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    Link to Published Version: http://dx.doi.org/10.4018/978-1-60566-654-9.ch015
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    Abstract

    As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns over the ad hoc use of technology in online course design and activities that are not grounded in sound pedagogical frameworks. This chapter presents a case of a hybrid undergraduate course that is shaped by sociocultural constructivist principles. Survey findings on student experiences of online collaborative learning and group work processes in two constructivist-based learning activities are reported. Results reflecting sociocultural constructivist concepts of scaffolding and appropriation of shared knowledge are presented based on student learning experiences during online synchronous tutorials and collaborative team projects.

    Publication Type: Book Chapter
    Murdoch Affiliation: School of Information Technology
    Publisher: Idea Group
    Copyright: 2009 IGI Global
    URI: http://researchrepository.murdoch.edu.au/id/eprint/1085
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