Effective Practices in Online Collaborative Learning In Campus-based Courses
Therese Laferriere, Laval University, Canada ; Elizabeth Murphy, Memorial University, Canada ; Milton Campos, University of Montreal, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The aim of this paper is to identify effective practices related to online collaborative learning (OCL) in campus-based courses in higher education. Three different perspectives were selected by instructors as conducive to online collaboration in campus-based courses: the reflective practitioner perspective, the critical thinking perspective, and the project-based learning perspective. Data were gathered in diverse contexts and over a range of periods from three years to one month. Analytical approaches were aligned with the three perspectives identified. Results show that online collaborative learning monitored through discourse analysis can support instructors in their efforts to match intentions with learning outcomes thus leading to more effective practices.
Laferriere, T., Murphy, E. & Campos, M. (2005). Effective Practices in Online Collaborative Learning In Campus-based Courses. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1878-1885). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)