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Strategizing Computer-Supported Collaborative Learning toward Knowledge Building
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
2008 (English)In: International Journal of Educational Research, ISSN 0883-0355, Vol. 49, no 1, 1-9 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computersupported collaborative learning. The participants were selected from university student teachers in Rwanda who attended a training programme on searching, retrieving and exploiting web-based research data. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to allow the development of working ground rules enabling them to focus on criterion-referenced reflection to regulate their learning.

Place, publisher, year, edition, pages
Elsevier , 2008. Vol. 49, no 1, 1-9 p.
Keyword [en]
Computer-supported learning, collaborative learning, criterionreferenced reflection, knowledge building, learning pattern, norm-referenced reflection
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-16301DOI: 10.1016/j.ijer.2010.05.001OAI: oai:DiVA.org:liu-16301DiVA: diva2:133671
Note
On the day of the defence date the status of this article was Submitted.Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2010-09-06Bibliographically approved
In thesis
1. Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
Open this publication in new window or tab >>Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2009. 75 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 471Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 139
Keyword
Collaborative learning, critical reflection, ICT, learning conditions, mediating tool, multilingual setting, Rwanda, teacher education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16304 (URN)978‐91‐7393‐722‐1 (ISBN)
Public defence
2009-01-30, Hörsalen Key 1, Key Building, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2013-05-06Bibliographically approved

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Mukama, Evode

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