Mixed-method validation of pedagogical concepts for an intercultural online learning environment: a case study
Yükleniyor...
Dosyalar
Tarih
2007
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Assoc Computing Machinery
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The rise of social software poses the challenges to the design and evaluation of a pedagogically sound online learning environment (OLE). Our OLE addresses these challenges by the integration of three pedagogical concepts - cross-cultural collaboration, self-directed learning and social networking - with the aim to advance participants' competencies and by mixed-method approaches to evaluating the complex situations. A validation trial involving four European countries was conducted. Groups of students co-created a questionnaire, which was assessed to provide an indicator of task performance. Multi-source (surveys, blogs, emails, diaries, chats, videoconference, and interviews) and multi-perspective data (facilitators, students, researchers) were studied with social network analysis, content analysis and conversation analysis. Several a posteriori research questions are addressed.
Açıklama
Anahtar Kelimeler
Competencies, Content analysis, Conversation analysis, Crosscultural, Cross-cultural, Cross-cultural collaboration, Curricula, Design, E-learning, Electric network analysis, European countries, European universities, Measurement, Method validations, Multi-perspective, Multisources, Online learning environment, Online systems, Performance, Posteriori, Product development, Research, Research questions, Self-directed learning, Social network analysis, Social networking, Social software, Task performance, Theory
Kaynak
GROUP'07 - Proceedings of the 2007 International ACM Conference on Supporting Group Work
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
Sayı
Künye
Law, E., Nguyen Ngoc, A., & Kuru, S. (2007). Mixed-method validation of pedagogical concepts for an intercultural online learning environment: a case study. Paper presented at the International ACM Conference on Supporting Group Work, 321-330. doi:10.1145/1316624.1316673
