Has research on collaborative learning technologies addressed massiveness?
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- dc.contributor.author Manathunga, Kalpanica
- dc.contributor.author Hernández Leo, Daviniaca
- dc.date.accessioned 2015-11-25T09:06:55Z
- dc.date.available 2015-11-25T09:06:55Z
- dc.date.issued 2015ca
- dc.description.abstract There is a growing interest in understanding to what extent innovative educational technologies can be used to/nsupport massive courses. Collaboration is one of the main desired elements in massive learning actions/ninvolving large communities of participants. Accumulated research in collaborative learning technologies has/nproposed and evaluated multiple models and implementation tools that engage learners in knowledge-intensive/nsocial interactions fostering fruitful learning. However, it is unclear to what extent these technologies have been/ndesigned to support large-scale learning scenarios involving arguably massive participation. This paper/ncontributes with a literature review that aims at providing an answer to this question as well as offering insights/nabout the context of use, characteristics of the technologies, and the types of activities and collaboration/nmechanisms supported. The main results point out that till 2013 the level of massiveness considered in top/nscientific journal papers on collaborative learning technologies was low, the scenarios studied were/npredominantly contextualized in co-located higher education settings using Learning Management Systems, the/nmost common activities considered were open and structured discussion, followed by peer assessment and/ncollaborative writing, and the most broadly used mechanism to foster fruitful collaboration was group formation/nfollowing diverse policies.
- dc.description.sponsorship This research has been partially funded by the Spanish Ministry of Economy and Competitiveness in the EEE Project (TIN2011-28308-C03-03)
- dc.format.mimetype application/pdfca
- dc.identifier.citation Manathunga K, Hernández-Leo D. Has research on collaborative learning technologies addressed massiveness? J Educ Techno Soc. 2015;18(4):357-370.ca
- dc.identifier.issn 1176-3647ca
- dc.identifier.uri http://hdl.handle.net/10230/25204
- dc.language.iso engca
- dc.publisher International Forum of Educational Technology & Societyca
- dc.relation.ispartof Journal of Educational Technology & Society. 2015;18(4):357-370.
- dc.relation.projectID info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308
- dc.rights This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC/n3.0 licenseca
- dc.rights.accessRights info:eu-repo/semantics/openAccessca
- dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/
- dc.subject.keyword Literature review
- dc.subject.keyword Educational technologies
- dc.subject.keyword Collaborative learning
- dc.subject.keyword Large classes
- dc.subject.keyword Massive courses
- dc.title Has research on collaborative learning technologies addressed massiveness?ca
- dc.type info:eu-repo/semantics/articleca
- dc.type.version info:eu-repo/semantics/publishedVersionca