Dissolving Boundaries through Technology in Education: Collaborative Learning between schools

R Austin, N Quirke-Bolt, J Smyth, A Rickard, N Metcalfe, Marie Mallon

Research output: Book/ReportCommissioned report

Abstract

This year’s Dissolving Boundaries research report focuses on teachers’ attitudes to collaboration and explores how successful collaboration occurs between partner schools. The literature on teachers’ conceptions of the purpose and nature of collaboration and the different levels of interaction in collaborative working arrangement is reviewed. We also examine the instruments that have been used to measure success of collaborative learning.While a consensus exists about the benefits of collaborative learning and much has been written on teachers’ perception of the changing role they occupy in such an environment, little is available on teachers’ conceptions of the nature, purpose and levels of interactionthat occur in collaborative learning environments, particularly among younger learners. We argue that it is not sufficient to assume that a teachers’ change of role to facilitation will provide a strong enough framework to ensure that class work moves beyond ‘shallow constructivism’. Our research focuses on teachers’ understanding of collaborative learning resulting from their experience in the Dissolving Boundaries programme.
LanguageEnglish
Number of pages1
Publication statusPublished - 2007

Fingerprint

teacher
school
learning
education
teacher attitude
constructivism
research focus
learning environment
interaction
experience
literature

Keywords

  • Collaborative learning
  • Teachers' perceptions
  • ICT
  • Northern Ireland Republic of Ireland

Cite this

Austin, R., Quirke-Bolt, N., Smyth, J., Rickard, A., Metcalfe, N., & Mallon, M. (2007). Dissolving Boundaries through Technology in Education: Collaborative Learning between schools.
Austin, R ; Quirke-Bolt, N ; Smyth, J ; Rickard, A ; Metcalfe, N ; Mallon, Marie. / Dissolving Boundaries through Technology in Education: Collaborative Learning between schools. 2007. 1 p.
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abstract = "This year’s Dissolving Boundaries research report focuses on teachers’ attitudes to collaboration and explores how successful collaboration occurs between partner schools. The literature on teachers’ conceptions of the purpose and nature of collaboration and the different levels of interaction in collaborative working arrangement is reviewed. We also examine the instruments that have been used to measure success of collaborative learning.While a consensus exists about the benefits of collaborative learning and much has been written on teachers’ perception of the changing role they occupy in such an environment, little is available on teachers’ conceptions of the nature, purpose and levels of interactionthat occur in collaborative learning environments, particularly among younger learners. We argue that it is not sufficient to assume that a teachers’ change of role to facilitation will provide a strong enough framework to ensure that class work moves beyond ‘shallow constructivism’. Our research focuses on teachers’ understanding of collaborative learning resulting from their experience in the Dissolving Boundaries programme.",
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note = "Reference text: Austin.R and Anderson.J, (2008) 'Building Bridges Online: Issues of pedagogy and learning outcomes in Intercultural education through citizenship', International Journal of Information and Communication Technology Education, 4(1), 86-94, Ligorio,B and Veermans,M, (2005),’Perspectives and patterns in developing and implementing international web-based collaborative learning environments’, Computers and Education, Vol.45, Issue 3, 271-275 Ligorio,M.B., and Van Keen,K.( 2006). Constructing a successful cross-national Virtual Learning Environment in Primary and Secondary Education’, Association for the Advancement of Computing in Education Journal, 14(2) 103-128 Salmon,G, (2000) E-moderating: The Key to Teaching and Learning Online, Kogan Page Bonk, C., & King, K. (Eds.) (1998). Electronic collaborators. Mahwah, NJ: Lawrence Erlbaum. Brush, T.A. (1998). Embedding cooperative learning into the design of integrated learning rationale and guidelines. Educational Technology Research and Development, 46(3), 5-18. Gilbert, L.,M & Moore, D.R. (1998). Building interactivity into web courses: tools for social and instructional intereaction. Educational Technology, 38(3), 29-35. Gunawardena, C.N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166. Hmelo, C.E., Gotterer,G.S., and Bransford, J.D. (1997). A theory-driven approach to assessing the cognitive effects of Problem Based Learning. Instr. Sci. 25:387-408. Johnson, D.W., & Johnson, R.T. (1993). Cooperative learning: Where we have been, where we are going. Cooperative Learning and College Teaching, 3(2). Johnson, D.W., Johnson, R.T., Stanne, M., & Garibaldi, A. (1990). The impact of leader and member group processing on achievement in cooperative groups. Journal of Social Psychology, 130, 507-516. Kasper, G. (2000). Four perspectives on pragmatic development. Manuscript of Plenary given at the American Association of Applied Linguistics (AAAL), Vancouver, March 2000. Liaw, S., & Huang, H. (2000). Enhancing interactivity in web-based instruction: a review of the literature. Educational Technology, 40(3), 41-45. Muirhead, B. (1999). Attitudes toward interactivity in a distance education program: qualitative analysis. Parkland, FL: Dissertation.com. Northrup, P. (2001). A framework for designing interactivity in web-based instruction. Educational Technology, 41(2), 31-39. Nunan, D. (1999). A foot in the world of ideas: Graduate study through the Internet. Language Learning and Technology, 3(1), 52-74. Soller, A.L., & Lesgold, A., Linton, F., Goodman, B. (1999). What makes peer interactive effective? Modeling effective communication in an intelligent CSCL. In Proceedings of the 1999 AAAI Fall Symposium: Psychological Models of Communication in Collaborative Systems (pp.116-123). Cape-Cod, MA. Wagner, E.D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-29. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49.",
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Dissolving Boundaries through Technology in Education: Collaborative Learning between schools. / Austin, R; Quirke-Bolt, N; Smyth, J; Rickard, A; Metcalfe, N; Mallon, Marie.

2007. 1 p.

Research output: Book/ReportCommissioned report

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N2 - This year’s Dissolving Boundaries research report focuses on teachers’ attitudes to collaboration and explores how successful collaboration occurs between partner schools. The literature on teachers’ conceptions of the purpose and nature of collaboration and the different levels of interaction in collaborative working arrangement is reviewed. We also examine the instruments that have been used to measure success of collaborative learning.While a consensus exists about the benefits of collaborative learning and much has been written on teachers’ perception of the changing role they occupy in such an environment, little is available on teachers’ conceptions of the nature, purpose and levels of interactionthat occur in collaborative learning environments, particularly among younger learners. We argue that it is not sufficient to assume that a teachers’ change of role to facilitation will provide a strong enough framework to ensure that class work moves beyond ‘shallow constructivism’. Our research focuses on teachers’ understanding of collaborative learning resulting from their experience in the Dissolving Boundaries programme.

AB - This year’s Dissolving Boundaries research report focuses on teachers’ attitudes to collaboration and explores how successful collaboration occurs between partner schools. The literature on teachers’ conceptions of the purpose and nature of collaboration and the different levels of interaction in collaborative working arrangement is reviewed. We also examine the instruments that have been used to measure success of collaborative learning.While a consensus exists about the benefits of collaborative learning and much has been written on teachers’ perception of the changing role they occupy in such an environment, little is available on teachers’ conceptions of the nature, purpose and levels of interactionthat occur in collaborative learning environments, particularly among younger learners. We argue that it is not sufficient to assume that a teachers’ change of role to facilitation will provide a strong enough framework to ensure that class work moves beyond ‘shallow constructivism’. Our research focuses on teachers’ understanding of collaborative learning resulting from their experience in the Dissolving Boundaries programme.

KW - Collaborative learning

KW - Teachers' perceptions

KW - ICT

KW - Northern Ireland Republic of Ireland

M3 - Commissioned report

BT - Dissolving Boundaries through Technology in Education: Collaborative Learning between schools

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Austin R, Quirke-Bolt N, Smyth J, Rickard A, Metcalfe N, Mallon M. Dissolving Boundaries through Technology in Education: Collaborative Learning between schools. 2007. 1 p.