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Online Collaborative Learning: Checking our Assumptions
PROCEEDINGS

, University of Calgary, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the expansion of e-learning and the emphasis on 21st Century competencies, instructors are creating more opportunities for collaborative learning in online higher education environments. As we create these environments, we need to carefully examine the assumptions that are underpinning these collaborative learning opportunities. There is a need to explore how these assumptions impact the design and facilitation decisions with regard to collaborative learning in online environments. Working through a process of interrogating four key assumptions, this article provides a framework to help instructors to make better decisions that influence the design, development and facilitation of online collaborative learning experiences for students.

Citation

Lock, J. (2014). Online Collaborative Learning: Checking our Assumptions. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2145-2149). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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