Supporting the Reuse of Effective CSCL Learning Designs through Social Structure Representations

Autor/inn/en	Alvino, Serena; Asensio-Perez, Juan I.; Dimitriadis, Yannis; Hernandez-Leo, Davinia
Titel	Supporting the Reuse of Effective CSCL Learning Designs through Social Structure Representations
Quelle	In: Distance Education, 30 (2009) 2, S.239-258 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Social Structure; Educational Principles; Cooperative Learning; Case Studies; College Faculty; Teacher Attitudes; Electronic Learning; Instructional Design; Computer Assisted Instruction; Educational Technology; Web Based Instruction; Programming; Computer Software; Computer Software Evaluation; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Sozialstruktur; Bildungsprinzip; Kooperatives Lernen; Case study; Fallstudie; Case Study; Fakultät; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Web Based Training; Programmierung; Softwareanalyse; Ausland; Italien
Abstract	Distance and blended collaborative learning settings are usually characterized by different "social structures" defined in terms of groups' number, dimension, and composition; these structures are variable and can change within the same activity. This variability poses additional complexity to instructional designers, when they are trying to develop successful experiences from existing designs. This complexity is greatly associated with the fact that learning designs do not render explicit how social structures influenced the decisions of the original designer, and thus whether the social structures of the new setting could preclude the effectiveness of the reused design. This article proposes the usage of new representations (social structure representations, SSRs) able to support unskilled designers in reusing existing learning designs, through the explicit characterization of the social structures and constraints embedded either by the original designers or the reusing teachers, according to well-known principles of good collaborative learning practice. The article also describes an evaluation process that involved university professors, as well as the main findings derived from it. This process supported the initial assumptions about the effectiveness of SSRs, with significant evidence from both qualitative and qualitative data. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10