You are here:

Collaborative Learning in a Blended Learning Environment--A Case Study of a Web Design Course in a Midwestern University in USA
PROCEEDING

, The University of Toledo, United States ; , Colorado Mountain College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

This is a qualitative case study of 19 students’ experiences collaborating in web design course in a blended learning environment. The purpose of the study is to examine how collaborative learning in such an environment helps students to acquire the necessary skills in web design as well as enrich their learning experience and enhance their social or communicative abilities. The course was set to meet face-to-face once a week with the rest of the time for them to use online resources for discussion and step-by-step hands-on tutorials. During the face-to-face time, students were asked to work collaboratively on group projects or peer critique and group presentations. Qualitative data has been collected through the final reflection paper, course evaluation results and instructor observations. Results show that students are positive about the blended learning environment and enjoy collaborative learning. The online environment provides flexibility and allows them to revisit online tutorials at their own pace. The group work and active learning activities in face-to-face environments provide them opportunities to negotiate meaning and solve problems as well as to learn from each other.

Citation

Xiao, M. & Yang, X. (2018). Collaborative Learning in a Blended Learning Environment--A Case Study of a Web Design Course in a Midwestern University in USA. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 995-1000). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bonk, C.J., & Graham, C.R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. New York: John Wiley & Sons.
  2. Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.
  3. Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning, and the generations: Knowledge is power: No more. Elements of quality online education: Engaging communities. Needham, MA: Sloan Center for Online Education.
  4. Graham, C.R. (2006). Blended learning systems: definition, current trends, and future directions. In C.J. Bonk & C.R.Graham, C.R. The handbook of blended learning: Global perspectives, local designs (pp.3-21). New York:
  5. Kozlov, M.D., & Große, C.S. (2016). Online collaborative learning in dyads: Effects of knowledge distribution and awareness. Computers in Human Behavior, 59, 389-401.
  6. Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of ComputerSupported Collaborative Learning, 4 (1) pp. 5-20.
  7. Méndez, J.A., & González, E.J. (2011). Implementing motivational features in reactive blended learning: Application to an introductory control engineering course. Education, IEEE Transactions, 54(4), 619-627.
  8. Ruokonen, I & Ruismäki H. (2016). E-Learning in Music: A Case Study of Learning Group Composing in a Blended Learning Environment, Procedia-Social and Behavioral Sciences (217), 109 – 115.
  9. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: theory, pedagogy, and technology. In The Cambridge handbook of the learning sciences (pp.97-115). Cambridge: Cambridge University Press.
  10. Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning. Westermann, E.B., 2014. A Half-Flipped Classroom or an Alternative Approach? Primary Sources and Blended Learning. Educational Research Quarterly, 38(2), pp. 43-57.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts