A conversational framework for online collaborative design groups.
John Fraser, Richmond American International University in London, United Kingdom
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The research investigates student-centred group enquiry-driven learning in a distributed environment. The aim is to examine how students and instructors interact in online learning environments in the conduct of online collaborative design work in international educational settings, and thus provide the basis for the identification of factors that contribute to successful online collaborative work in design education. This practitioner research suggests that, in the hands of committed design teachers, technology can support innovations that will improve student performance, help students to develop cognitive design skills and introduce a real-world design context for student learning. The findings indicate that a balance between dynamic synchronous and reflective asynchronous engagement is critical in establishing successful online collaborative design environments. The importance of privacy issues in the space used by design students is another interesting finding that can inform restructuring of collaborative interfaces for future design education.
Fraser, J. (2006). A conversational framework for online collaborative design groups. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3150-3152). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).