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.
| Original language | British English |
|---|---|
| Title of host publication | Information Technology and Constructivism in Higher Education |
| Subtitle of host publication | Progressive Learning Frameworks |
| Pages | 231-246 |
| Number of pages | 16 |
| DOIs | |
| State | Published - 2009 |