This paper describes a higher education study adopting a collaborative method based on social interaction between participants within an asynchronous e-learning environment, having the social constructivism theory as a surrounding pa radigm. Students participated in e-learning module activities in an asynchronous e-learning environment. The activities were assessed using a self-evaluation questionnaire, which allowed us to collect quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The paper also highlights the instructional design used in the course development. The participants’ results in the module increased their didactic potential as school teachers. The findings are discussed in relation to their impact on the application of collaborative activities in teacher education in distance learning.
Approcci collaborativi in ambienti virtuali: l'esperienza di un corso universitario online
BIASUTTI, MICHELE
2013
Abstract
This paper describes a higher education study adopting a collaborative method based on social interaction between participants within an asynchronous e-learning environment, having the social constructivism theory as a surrounding pa radigm. Students participated in e-learning module activities in an asynchronous e-learning environment. The activities were assessed using a self-evaluation questionnaire, which allowed us to collect quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The paper also highlights the instructional design used in the course development. The participants’ results in the module increased their didactic potential as school teachers. The findings are discussed in relation to their impact on the application of collaborative activities in teacher education in distance learning.
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