Welcome to the InfoSci Platform
Reference Hub13
How to Design Support for Collaborative E-Learning: A Framework of Relevant Dimensions

How to Design Support for Collaborative E-Learning: A Framework of Relevant Dimensions

Dejana Diziol, Nikol Rummel
Copyright: © 2010 |Pages: 18
ISBN13: 9781615207299|ISBN10: 1615207295|ISBN13 Softcover: 9781616922443|EISBN13: 9781615207305
DOI: 10.4018/978-1-61520-729-9.ch009
Cite Chapter Cite Chapter

MLA

Diziol, Dejana, and Nikol Rummel. "How to Design Support for Collaborative E-Learning: A Framework of Relevant Dimensions." E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, edited by Bernhard Ertl, IGI Global, 2010, pp. 162-179. https://doi.org/10.4018/978-1-61520-729-9.ch009

APA

Diziol, D. & Rummel, N. (2010). How to Design Support for Collaborative E-Learning: A Framework of Relevant Dimensions. In B. Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 162-179). IGI Global. https://doi.org/10.4018/978-1-61520-729-9.ch009

Chicago

Diziol, Dejana, and Nikol Rummel. "How to Design Support for Collaborative E-Learning: A Framework of Relevant Dimensions." In E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments, edited by Bernhard Ertl, 162-179. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-729-9.ch009

Export Reference

Mendeley
Favorite

Abstract

Research on collaborative e-learning has often shown the effectiveness of students’ interaction on their group performance and their individual learning outcomes. However, these positive effects cannot always be found. Collaboration assistance such as pre-collaboration training and collaboration scripts have been shown to support student interaction and problem-solving. When developing assistance for collaboration, teachers and designers must make decisions concerning the processes the support should target, the timing of support, and the interplay of support on multiple levels. The framework we introduce in this book chapter describes these dimensions in detail. We present advantages and disadvantages of different design options, and give an example from our own research to exemplify the design of an e-learning environment that provides collaboration support. We discuss how the circumstances of any particular learning situation might influence which type of support is optimal, and conclude the book chapter with a discussion of possible future developments.

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.