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Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
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Internet and Higher Education Volume 15, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course.

Citation

Laru, J., Näykki, P. & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. Internet and Higher Education, 15(1), 29-38. Elsevier Ltd. Retrieved November 13, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2011.08.004

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