Networked Collaborative Learning

Social interaction and Active Learning

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods, Reference
Cover of the book Networked Collaborative Learning by Guglielmo Trentin, Elsevier Science
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Author: Guglielmo Trentin ISBN: 9781780631646
Publisher: Elsevier Science Publication: January 20, 2010
Imprint: Chandos Publishing Language: English
Author: Guglielmo Trentin
ISBN: 9781780631646
Publisher: Elsevier Science
Publication: January 20, 2010
Imprint: Chandos Publishing
Language: English

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching.

  • Delineates a framework for NCL sustainability
  • Provides an instructional design model for NC
  • Describes an original approach to the evaluation of collaborative learning processes
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The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching.

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