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Computer-Mediated Progressive Inquiry in Higher Education

Computer-Mediated Progressive Inquiry in Higher Education

Hanni Muukkonen, Kai Hakkarainen, Minna Lakkala
Copyright: © 2004 |Pages: 26
ISBN13: 9781591401742|ISBN10: 1591401747|ISBN13 Softcover: 9781591402275|EISBN13: 9781591401759
DOI: 10.4018/978-1-59140-174-2.ch002
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MLA

Muukkonen, Hanni, et al. "Computer-Mediated Progressive Inquiry in Higher Education." Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts, IGI Global, 2004, pp. 28-53. https://doi.org/10.4018/978-1-59140-174-2.ch002

APA

Muukkonen, H., Hakkarainen, K., & Lakkala, M. (2004). Computer-Mediated Progressive Inquiry in Higher Education. In T. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 28-53). IGI Global. https://doi.org/10.4018/978-1-59140-174-2.ch002

Chicago

Muukkonen, Hanni, Kai Hakkarainen, and Minna Lakkala. "Computer-Mediated Progressive Inquiry in Higher Education." In Online Collaborative Learning: Theory and Practice, edited by Tim S. Roberts, 28-53. Hershey, PA: IGI Global, 2004. https://doi.org/10.4018/978-1-59140-174-2.ch002

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Abstract

With the introduction of new learning technology into universities, schools and classrooms, there is the potential to change educational practices in the direction of collaborative knowledge advancement. Yet, fundamental change in educational practices necessitates re-examining the foundations and goals of the prevailing learning culture in higher education. This chapter will describe the theoretical background of a pedagogical model of progressive inquiry and provide an overview of how this model has been implemented in the structure of a collaborative learning environment, the Future Learning Environment (FLE). We will take a brief look at studies of implementation of the model of progressive inquiry in university education. In conclusion, we discuss the challenges of changing educational settings and students’ study practices, how they may be encouraged to go beyond using individualistic knowledge acquisition skills, towards employing metaskills that are central in academic literacy, knowledge creation and developing expertise.

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