You are here:

Computer-Assisted Collaborative Learning in Art Education: An Experimental Study PROCEEDINGS

, , The Pennsylvania State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to investigate the impact of various computer-assisted collaborative learning environments on children's art education, as well as to further extend our understanding in this field, which previously received little attention. This proposed study should be initiated because it raises the level of awareness of the importance of collaboration in a computer-assisted learning process, and determines whether self-learning and varied collaborative learning are equally effective for young art learners. Also, it will explore whether there is an interaction between learners?prior knowledge and various types of computer-assisted collaborative learning environments.

Citation

Chuang, C.P. & Chen, W.F. (2002). Computer-Assisted Collaborative Learning in Art Education: An Experimental Study. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1321-1324). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2018 from .

Keywords

View References & Citations Map

References

  1. Alloway, N. (1994). Young children's preferred option and efficiency of use of input devices. Journal of Research on Computing in Education, 27(1), 104-110.
  2. Brownell, C., & Carriger, M. (1991). Collaborations among toddler peers: Individual contributions to social context. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp.365-383). Washington, DC: American Psychological Association.
  3. Clements, D. H., & Nastasi, B. K. (1993). Electronic media and early childhood education. In B. Spodek (Ed.), In the handbook of research on the education of young children. New York: Macmillan Publishing.
  4. Crook, C. (1998). Children as computer users: The case of collaborative learning. Computers Education, 30 (3/4), 237- 247.
  5. Cuffaro, N.K. (1984). Microcomputers in education: Why is earlier better? Teachers College Record , 85(4), 561- 568.
  6. Elkind, D. (1996). Young children and technology: A cautionary note. Young Children, 51, 22- 23.
  7. Gall, M.D., Borg, W.R., & Gall, J.P. (1996). Educational research: An introduction. (6t h Ed.), New York: Longman.
  8. Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children’s planning skills, Developmental Psychology, 25, 139 -151.
  9. Haugland, S. W. & Wright, J. L. (1997). Young Children and Technology: A World of Discovery. Boston: Allyn and Bacon.
  10. Johnson, D., & Johnson, R. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.
  11. Lohman, M., & Finkelstein, M. (2000). Designing groups in problem-based learning to promote problemsolving skill and self-directedness. Instructional Science, 28, 291- 307.
  12. Milekic, S. (2000). Designing digital environments for art education/exploratio N. Journal of the American Society for Information Science, 51(1), 49-56.
  13. Piestrup, A. (1981). Preschool children use Apple II to test reading skills program.
  14. Samaras, A. (1996). Children’s computers. Childhood Education, 72 (3), 133- 136.
  15. Slavin, R. (1996). Research in cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology 21 , 43- 69.
  16. Smith, N.R., Fucigna, C., Kennedy, M., & Lord, L. (1993). Experience and art: Teaching children to paint (2nd ed.). New York: Teachers College Press.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.