Welcome to the InfoSci Platform
Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study

Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study

Hwee Ling Lim, Fay Sudweeks
Copyright: © 2009 |Pages: 16
ISBN13: 9781605666549|ISBN10: 1605666548|EISBN13: 9781605666556
DOI: 10.4018/978-1-60566-654-9.ch015
Cite Chapter Cite Chapter

MLA

Lim, Hwee Ling, and Fay Sudweeks. "Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study." Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, IGI Global, 2009, pp. 231-246. https://doi.org/10.4018/978-1-60566-654-9.ch015

APA

Lim, H. L. & Sudweeks, F. (2009). Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study. In C. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks (pp. 231-246). IGI Global. https://doi.org/10.4018/978-1-60566-654-9.ch015

Chicago

Lim, Hwee Ling, and Fay Sudweeks. "Constructivism and Online Collaborative Group Learning in Higher Education: A Case Study." In Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, edited by Carla R. Payne, 231-246. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-654-9.ch015

Export Reference

Mendeley
Favorite

Abstract

As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns over the ad hoc use of technology in online course design and activities that are not grounded in sound pedagogical frameworks. This chapter presents a case of a hybrid undergraduate course that is shaped by sociocultural constructivist principles. Survey findings on student experiences of online collaborative learning and group work processes in two constructivist-based learning activities are reported. Results reflecting sociocultural constructivist concepts of scaffolding and appropriation of shared knowledge are presented based on student learning experiences during online synchronous tutorials and collaborative team projects. The conclusion discusses the effectiveness of the two course activities in facilitating collaborative group learning and recommendations are offered to enhance overall student experiences of online collaborative-constructivist group learning processes.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.