You are here:

An application of online technologies to support collaborative learning in groups for a Bioscience course
PROCEEDINGS

, , , The University of New South Wales, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Many students experience difficulties in relating science learning to real-world issues. To develop the abilities of students in a course in Evolutionary and Physiological Ecology to make this relationship more effectively, group work on the scientific aspects of current issues was introduced into the course, supported by online courseware. This paper examines the theoretical basis for collaborative group learning and considers the role of computer based technologies to support and enhance this approach. The application of group work to the course is described, with feedback from students obtained through a number of focus groups.

Citation

McAlpine, I., Scoufis, M. & Brooks, R. (2003). An application of online technologies to support collaborative learning in groups for a Bioscience course. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1598-1604). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

© 2003 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Allen, D.E., Duch, B.J., & Groh, S.E. (2001). Strategies for Using Groups. In B.J. Duch & S.E. Groh & D.E. Allen (Eds.), The Power of Problem-Based Learning (pp. 59-68). Sterling, Virginia: Stylus.
  2. Biggs, J. (1999). Teaching for Quality Learning at University: Society for Research into Higher Education & Open University Press.
  3. Colbeck, C.L., Campbell, S.E., & Bjorklund, S.A. (2000). Grouping in the Dark. The Journal of Higher Education, 71 (1), 60-83.
  4. Gunawardena, C.N., & Anderson, T. (1997). An alysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal Of Educational Computing Research, 17 (4), 397-431.
  5. Hak, T., & Maguire, P. (2000). Group Process: The Black Box of Studies on Problem-based Learning. Academic Medicine, 75, 769-772.
  6. Hannafin, M.J., Land, S., & Oliver, K. (1999). Open Learning Environments: Foundations, Methods, and Models. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models (Vol. II, pp. 115-140). Mahwah, NJ: Lawrence Erlbaum.
  7. Hedberg, J., Brown, C., & Arrighi, M. (1997). Interactive Multimedia and Web-Based Learning: Similarities and Differences. In B.H. Khan (Ed.), Web Based Instruction (pp. 47-58).
  8. Jonassen, D.H. (1999). Designing Constructivist Learning Environments. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: Volume II, A New Paradigm of Instructional Theory (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum.
  9. McAlpine, I. (2000). Collaborative Learning Online. Distance Education, 21(1), 66-80.
  10. Saunders, N.G., & Batson, T. (1999). Cooperative Learning Strategies in Graduate Education. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Chicago, IL, October 13-16.
  11. Scoufis, M. (2000). Integrating Graduate Attributes into the Undergraduate Curricula. Sydney: Un ivers i ty of Wes tern Sydney.
  12. Springer, L., Stanne, M.E., & Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A Meta-analysis. R eview of Educational Research, 69 (1), 21-51.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References