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Blending Collaborative Online Learning with Workplace and Community Contexts

Blending Collaborative Online Learning with Workplace and Community Contexts

Peter J. Smith, Elizabeth Stacey, Tak Shing Ha
Copyright: © 2009 |Pages: 19
ISBN13: 9781605662961|ISBN10: 1605662968|ISBN13 Softcover: 9781616925864|EISBN13: 9781605662978
DOI: 10.4018/978-1-60566-296-1.ch007
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MLA

Smith, Peter J., et al. "Blending Collaborative Online Learning with Workplace and Community Contexts." Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, IGI Global, 2009, pp. 125-143. https://doi.org/10.4018/978-1-60566-296-1.ch007

APA

Smith, P. J., Stacey, E., & Ha, T. S. (2009). Blending Collaborative Online Learning with Workplace and Community Contexts. In E. Stacey & P. Gerbic (Eds.), Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education (pp. 125-143). IGI Global. https://doi.org/10.4018/978-1-60566-296-1.ch007

Chicago

Smith, Peter J., Elizabeth Stacey, and Tak Shing Ha. "Blending Collaborative Online Learning with Workplace and Community Contexts." In Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, 125-143. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-296-1.ch007

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Abstract

The majority of research and literature in collaborative learning online has been focussed on groups of students organised into units of study by an educational institution. There are, however, large numbers of adult students for whom participation in institutionally controlled online collaborative learning occurs side by side with participation in situated learning contexts such as their work or their community. This chapter draws on research conducted by the authors with adult learners who participate in communities of practice and communities of learning in their own work or life contexts, and provides insights into how these outside-institution learning environments can be used in a more deliberate blending to enhance student learning experience.

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