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Using online tools for communication and collaboration: Understanding educators' experiences in an online course
ARTICLE

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Internet and Higher Education Volume 23, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This case study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction assisted educators in learning how to use technology to support online communication and collaboration? How were these methods introduced and used? and 2) What were students' views of educational technology and of their own learning after participating in an online educational technology course? Interviews and course artifacts were collected from one online course instructor and 11 graduate students from various fields of study. Findings highlight specific methods of instruction that can inform educators' uses of Web 2.0 tools in online courses, illustrating how the Cognitive Apprenticeship Model can be used to inform online course development.

Citation

Boling, E.C., Holan, E., Horbatt, B., Hough, M., Jean-Louis, J., Khurana, C., Krinsky, H. & Spiezio, C. (2014). Using online tools for communication and collaboration: Understanding educators' experiences in an online course. Internet and Higher Education, 23(1), 48-55. Elsevier Ltd. Retrieved November 16, 2019 from .

This record was imported from Internet and Higher Education on January 30, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2014.07.002

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