Perceived support in e-collaborative learning: An exploratory study which make use of synchronous and asynchronous online-teaching approaches
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OriginalversjonHillen, S. A., & Päivärinta, T. (2012). Perceived support in e-collaborative learning: An exploratory study which make use of synchronous and asynchronous online-teaching approaches. In E. Popescu, Q. Li, R. Klamma, H. Leung & M. Specht (Eds.), Advances in Web-Based Learning - ICWL 2012 (Vol. 7558, pp. 11-20): Springer.
This study compares four different learning environments for e-collaborative learning in two European countries related to the dimension of student’s mutual support. The theoretical baseline is Vygotsky’s zone of proximal development (ZOPD) and the socio-genetic approach of Piaget. The analyzed data are based on questionnaires collected over the time period of an entire semester including four different courses at the master’s level. These courses applied different e-collaborative approaches including a variety of tools for supporting communication. It is assumed that these courses including communication tools e.g. virtual face-to-face meetings enhance the chances for better communication, and finally, for mutual support of students themselves. The objective is to investigate how the different environments have affected the students’ perception related to different e-collaborative learning platforms in the dimensions of social support, information exchange, and task support.
Published version of a chapter in the book: Advances in Web-Based Learning - ICWL 2012. Also available from the publisher at: http://dx.doi.org/10.1007/978-3-642-33642-3_2