Networked Collaborative Learning: Social Interaction and Active Learning

Publisher: Chandos Publishing, ISBN: 978-1-84334-501-5


The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCLs sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability. Provides an instructional design model for NC. Describes an original approach to the evaluation of collaborative learning processes.

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Available from: Guglielmo Trentin, May 07, 2014
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    ABSTRACT: How much information and/or knowledge flows among the members of a collaborative learning group and between them and the external information/knowledge sources? Which stages of the collaborative process have the highest knowledge and information flows, respectively? These are the questions which the experiment described in this paper seeks to answer. The experiment involved 66 students from the University of Turin. After attending a couple of lessons on online communities of professionals and doing some basic reading, they were asked to develop, in small sub-groups, an artefact (using a wiki) to summarise what had been learnt. The students were also asked to make a quantitative and qualitative estimate of the information and knowledge flows which took place in the three different phases of studying, structuring and collaboratively developing the artefact. The stages with the highest knowledge flow index were found to be the study and structuring stages, while information flows were mainly in the actual writing of the artefact.
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    • "In other words, onsite activities must help lay the foundations for a more effective development of the subsequent online activities, clarifying goals, assignments, deadlines and expected results. In the same way, online activities must be organized so as to be functional (or even indispensable) to the next onsite meeting (Trentin, 2010). "
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