TY - GEN
T1 - Promoting collaborative learning in higher education
T2 - Conference on Computer Supported Collaborative Learning: Of Mice, Minds, and Society, CSCL 2007
AU - Levin-Peled, Rachel
AU - Kali, Yael
AU - Dori, Yehudit Judy
PY - 2007
Y1 - 2007
N2 - This research explores the learning that took place in three hybrid university-level courses in education, which were designed according to three main design-principles: (a)engage learners in peer instruction, (b) involve learners in assessment processes, and (c) reuse student artifacts as resource for further learning. These principles were employed in the courses in different manners according to the goals, contents, and target audience in each of the courses. About 40 graduate, and 260 undergraduate students participated in the study. Data-sources included collaborative and personal artifacts in the courses' sites (wikis, forums, and documents created by teams or individuals), researchers' reflective journal, surveys and interviews. We focus on the first design-principle, and show how learning was promoted by features designed according to this principle in each of the courses. We recommend course-designers and instructors in higher-education to use the design-principles identified and developed in this research to foster meaningful learning in other web-based courses.
AB - This research explores the learning that took place in three hybrid university-level courses in education, which were designed according to three main design-principles: (a)engage learners in peer instruction, (b) involve learners in assessment processes, and (c) reuse student artifacts as resource for further learning. These principles were employed in the courses in different manners according to the goals, contents, and target audience in each of the courses. About 40 graduate, and 260 undergraduate students participated in the study. Data-sources included collaborative and personal artifacts in the courses' sites (wikis, forums, and documents created by teams or individuals), researchers' reflective journal, surveys and interviews. We focus on the first design-principle, and show how learning was promoted by features designed according to this principle in each of the courses. We recommend course-designers and instructors in higher-education to use the design-principles identified and developed in this research to foster meaningful learning in other web-based courses.
UR - http://www.scopus.com/inward/record.url?scp=43949110300&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:43949110300
SN - 9780615154367
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 418
EP - 427
BT - CSCL 2007 - Computer Supported Collaborative Learning Conference 2007
Y2 - 16 July 2007 through 21 July 2007
ER -
