Supporting the reuse of effective CSCL learning designs through social structure representations

Welcome to the UPF Digital Repository

Alvino S, Asensio-Pérez JI, Dimitriadis Y, Hernández-Leo D. Supporting the reuse of effective CSCL learning designs through social structure representations. Distance Education. 2009; 30(2): 239-58. DOI 10.1080/01587910903023215
http://hdl.handle.net/10230/16341
To cite or link this document: http://hdl.handle.net/10230/16341
dc.contributor.author Alvino, Serena
dc.contributor.author Asensio-Pérez, Juan I.
dc.contributor.author Dimitriadis, Yannis
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2012-04-02T15:01:29Z
dc.date.available 2012-04-02T15:01:29Z
dc.date.issued 2009
dc.identifier.citation Alvino S, Asensio-Pérez JI, Dimitriadis Y, Hernández-Leo D. Supporting the reuse of effective CSCL learning designs through social structure representations. Distance Education. 2009; 30(2): 239-58. DOI 10.1080/01587910903023215
dc.identifier.issn 0158-7919
dc.identifier.uri http://hdl.handle.net/10230/16341
dc.description.abstract Distance and blended collaborative learning settings are usually characterized by different social structures defined in terms of groups' number, dimension, and composition; these structures are variable and can change within the same activity. This variability poses additional complexity to instructional designers, when they are trying to develop successful experiences from existing designs. This complexity is greatly associated with the fact that learning designs do not render explicit how social structures influenced the decisions of the original designer, and thus whether the social structures of the new setting could preclude the effectiveness of the reused design. This article proposes the usage of new representations (social structure representations, SSRs) able to support unskilled designers in reusing existing learning designs, through the explicit characterization of the social structures and constraints embedded either by the original designers or the reusing teachers, according to well-known principles of good collaborative learning practice. The article also describes an evaluation process that involved university professors, as well as the main findings derived from it. This process supported the initial assumptions about the effectiveness of SSRs, with significant evidence from both qualitative and qualitative data.
dc.language.iso eng
dc.publisher Taylor & Francis (Routledge)
dc.relation.ispartof Distance Education. 2009; 30(2): 239-58
dc.rights (c) Taylor & Francis. This is an electronic version of an article published in Alvino S, Asensio-Pérez JI, Dimitriadis Y, Hernández-Leo D. Supporting the reuse of effective CSCL learning designs through social structure representations. Distance Education. 2009; 30(2): 239-58. Distance education is available online at: www.tandfonline.com with the open URL http://www.tandfonline.com/doi/full/10.1080/01587910903023215
dc.subject.other Ensenyament a distància
dc.subject.other Ensenyament virtual
dc.title Supporting the reuse of effective CSCL learning designs through social structure representations
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.1080/01587910903023215
dc.subject.keyword Learning design
dc.subject.keyword Computer-supported collaborative learning
dc.subject.keyword Collaborative scripts
dc.subject.keyword Social structures
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion


See full text

Search


Advanced Search

Browse

My Account

Statistics