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Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community

Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community

Rita M. Vick, Brent Auernheimer, Marie K. Iding, Martha E. Crosby
Copyright: © 2006 |Pages: 16
ISBN13: 9781591404880|ISBN10: 1591404886|ISBN13 Softcover: 9781591404897|EISBN13: 9781591404903
DOI: 10.4018/978-1-59140-488-0.ch015
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MLA

Vick, Rita M., et al. "Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community." Managing Learning in Virtual Settings: The Role of Context, edited by Antonio Dias de Figueiredo and Ana Paula Afonso, IGI Global, 2006, pp. 274-289. https://doi.org/10.4018/978-1-59140-488-0.ch015

APA

Vick, R. M., Auernheimer, B., Iding, M. K., & Crosby, M. E. (2006). Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community. In A. de Figueiredo & A. Afonso (Eds.), Managing Learning in Virtual Settings: The Role of Context (pp. 274-289). IGI Global. https://doi.org/10.4018/978-1-59140-488-0.ch015

Chicago

Vick, Rita M., et al. "Quality Assurance During Distributed Collaboration: A Case Study in Creating a Cross-Institutional Learning Community." In Managing Learning in Virtual Settings: The Role of Context, edited by Antonio Dias de Figueiredo and Ana Paula Afonso, 274-289. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-488-0.ch015

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Abstract

This case study describes the design and delivery of a collaborative asynchronous-synchronous, graduate-level, cross-university computer science course designedto create a highly interactive learning environment that resulted in the emergenceof multiple unique virtual learning communities. The pedagogical principles of sit-uated and problem-based learning were combined in a distributed collaborativelearning context where students’cognitive and metacognitive capabilities devel-oped through the facilitative guidance of the instructors and through discoursewith and observation of other students. The course was designed to motivate stu-dents to engage in interactive learning with others and to enhance transfer ofknowledge gained through this learning experience to real-life situations. Wedescribe the challenges inherent in creating and managing this type of learningcontext as well as how we deployed ongoing formative assessment to ensure theevolution of a dynamic learning environment. The result of our efforts was aunique learning experience for students and instructors.

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