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william doust

Blended Learning in Teacher Education: An Investigation of Classroom Community Across M... - 0 views

www.citejournal.org/...assroom-community-across-media

community and learning

shared by william doust on 27 Jun 16 - No Cached
  • Recent research in educational settings points to a growing emphasis on building communities of learners
  • This community aspect of learning is now widely recognized as a process that is “socially situated, collaborative, [and] mutually beneficial”
  • rather than one centered on individualized learning
  • ...7 more annotations...
  • communities now extend beyond the classroom and continue to grow virtually by means of new and innovative technologies.
  • Rovai and Jordan (2004) concurred, underscoring the significance of community building in the field of education: “Times are changing for higher education. . . . [From] using technology to expand distance education, to the recognition of the importance of sense of community, we are witnessing a transformation of higher education” (p. 1).
  • McMillan (1996) further expanded that definition to propose four dimensions that shape a community of learners:
  • A central component of community is a sense or feeling of belonging to a group. McMillan and Chavis (1986)
  • Blended Learning in Teacher Education: An Investigation of Classroom Community Across Media
  • Blended Learning in Teacher Education: An Investigation of Classroom Community Across Media
  • Blended Learning in Teacher Education: An Investigation of Classroom Community Across Media
william doust

Two design models for online collaborative learning: same or different? | Tony Bates - 0 views

www.tonybates.ca/...ive-learning-same-or-different

online_learning COI collaborative collaboration

shared by william doust on 28 Jun 16 - No Cached
  • The concurrence of both constructivist approaches to learning and the development of the Internet has led to the development of a particular form of constructivist teaching, originally called computer-mediated communication (CMC),
  • but which has been developed into what Harasim (2012) now calls online collaborative learning theory (OCL). She describes OCL as follows (p. 90):
  • OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer. While OCL theory does encourage the learner to be active and engaged, this is not considered to be sufficient for learning or knowledge construction……In the OCL theory, the teacher plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the art in that discipline. Learning is defined as conceptual change and is key to building knowledge. Learning activity needs to be informed and guided by the norms of the discipline and a discourse process that emphasises conceptual learning and builds knowledge.
  • ...5 more annotations...
  • OCL builds on and integrates theories of cognitive development that focus on conversational learning (Pask, 1975), conditions for deep learning (Marton and Saljø, 1997; Entwistle, 2000), development of academic knowledge (Laurillard, 2000) and knowledge construction (Scardamalia and Bereiter, 2006)
  • Strengths and weaknesses of online collaborative learning
  • Thus there are two main strengths of this model:
  • There are though several limitations:
    • william doust
      william doust on 28 Jun 16
       
      This article is good when examining online collaboration.
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