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Strategizing computer-supported collaborative learning toward knowledge building
ARTICLE

International Journal of Educational Research Volume 49, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computer-supported collaborative learning. The participants were selected from student teachers in Rwanda after a training program on searching, retrieving and exploiting web-based literature. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to enable them to focus on criterion-referenced reflection to regulate their learning.

Citation

Mukama, E. (2010). Strategizing computer-supported collaborative learning toward knowledge building. International Journal of Educational Research, 49(1), 1-9. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2010.05.001

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