Collaboration, Community and Project-Based Learning--Does It Still Work Online?
International Journal of Instructional Media Volume 32, Number 2, ISSN 0092-1815
A virtual community is defined as "an area of cyberspace that connects users and enables them to interact with each other in a variety of ways and the problem with defining virtual communities is that they come in many shapes and sizes." A virtual community allows teachers, administrators, parents and students not only access to information, but it also allows them to serve as content providers. They can read articles written by others in the education community and submit their own articles. They can also join conferences for discussing issues related to education. In this article, the author discusses the viability of virtual communities in education. Establishing a caring, cooperative learning environment is essential to fostering intrinsic motivation. When children feel safe, the need for extrinsic rewards is eliminated. By being encouraged to take risks, be independent thinkers, and be responsible, a classroom community can be developed in which students interact successfully. In addition, people become intrinsically involved if they perceive a useful benefit. A virtual educational community must provide tangible, useful products or rewards for the user. Simply offering websites as resources is insufficient, most average web-users can browse and identify useful sites for their needs. A virtual community needs to include other parameters, ones that the student cannot locate or achieve on their own. This is where collaboration, community and project-based learning can fortify a well-built community, which offers resources, discussion groups and unique opportunities that only a virtual environment can provide.
Hargis, J. (2005). Collaboration, Community and Project-Based Learning--Does It Still Work Online?. International Journal of Instructional Media, 32(2),.
Cited ByView References & Citations Map
Caroline Akhras, Notre Dame University, Lebanon
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 264–271
Genell Harris, southern utah university, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4646–4649
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