Cases on Collaboration in Virtual Learning Environments: Processes and Interactions

Cases on Collaboration in Virtual Learning Environments: Processes and Interactions

Donna Russell (University of Missouri at Kansas City, USA)
Indexed In: SCOPUS
Release Date: October, 2009|Copyright: © 2010 |Pages: 400
DOI: 10.4018/978-1-60566-878-9
ISBN13: 9781605668789|ISBN10: 1605668788|EISBN13: 9781605668796
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Description & Coverage
Description:

As emerging technologies increase the potential for constructivist learning processes and responses, it is critical that educational researchers, instructional designers, cognitive scientists, and information scientists become more aware of advances in these correlating fields.

Cases on Collaboration in Virtual Learning Environments: Processes and Interactions provides a systematic response to this highly innovative and rapidly evolving field for enhanced education and training. Containing unique research cases on experiences, implementations, and applications of virtual learning environments, this publication offers a critical collection of leading explorations useful to educational practitioners, researchers, and those involved in related fields of study.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Argumentative interactions and learning
  • Collaborative learning and work in digital libraries
  • Collaborative virtual learning environments
  • Digital communities to enhance retention
  • Distance Education
  • Interactive technologies and virtual communities
  • Massively multi-user virtual environments
  • Online graduate community
  • Online training programs
  • Social interaction and social competence
  • Virtual story-worlds
Reviews & Statements

"Using a case study analysis as a basis for this collection provides a unifying perspective for discussing the viability of collaborative virtual spaces as training programs for insurance brokers, forums to support at-risk university students, simulations of historical places, means to aid autistic children learn social skills, repositories for digital libraries, collaborative spaces for designing new university programs and emergency response training."

– Donna Russell, University of Missouri at Kansas City, USA

Selected as a Fall 2011 Shelf-Worthy Academic Title by Baker & Taylor.

– 

With their program of research and development around the e@Leader program, Dickinson and Hui provide a much-needed grounding of theory in real-world results that are impressive and thought provoking. Their findings are even more interesting because the e@Leader games, with deep roots in cog-neuro research instruments, defy some of the current trends towards narrative-rich games, yet still appear to work extremely well for their targeted learning outcomes in a school context.

– Barry J. Fishman, The University of Michigan, USA
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Editor/Author Biographies
Donna Russell is an assistant professor at the University of Missouri-Kansas City and co-owner of Arete Consulting, LLC. She has a bachelor’s degree and a master’s degree in education specializing in instructional design. Her PhD is in educational psychology with an emphasis on cognition and technology. She is Co-PI on the National Science Foundation’s grant, Achieving Recruitment, Retention and Outreach With STEM, developing science, technology and engineering programs for urban high school students. She is chair of the Problem-Based Education Special Interest Group committee for the American Education Researchers Association. She has published several articles and book chapters on virtual learning including Online Professional Development for Educators: A Case Study Analysis using Cultural Historical Activity Theory; Implementing an Innovation Cluster in Educational Settings to Develop Constructivist-based Learning Environments; Transformation in an Urban School: Using Systemic Analysis to Understand an Innovative Urban Teacher’s Implementation of an Online Problem-Based Unit; Group Collaboration in an Online Problem-based University Course in Creativity and Problem-Based Learning and Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Inter-Subjectivity in Information and Communication Technology for Enhanced Education and Learning: Advanced Applications and Development.
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Editorial Advisory Board
TENTATIVE
  • Susan Adler, University of Missouri-Kansas City, USA
  • Juan Carlos Gonzalez, University of Missouri-Kansas City, USA
  • Jennifer Friend, University of Missouri-Kansas City, USA
  • Malcom Linville, University of Missouri-Kansas City, USA
  • Jake Marszalek, University of Missouri-Kansas City, USA
  • Molly Mead, University of Missouri-Kansas City, USA