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Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning
PROCEEDINGS

, , Concordia University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Students from a graduate class in educational computing took part in a study exploring the effectiveness of learner-controlled, web-based tools to support knowledge building and self-regulation. Learners were randomly divided into one of five study groups: Moodle (collaborative, structured linear environment), Blog (collaborative, unstructured linear environment), TikiWiki and MediaWiki (collaborative, dynamic environment), and free choice. Data came from self-report surveys, learning journals, content analysis of artifacts, and final grade. Results indicate that learners perceive that Blogs and Wikis promote increased collaboration, dialog and active engagement. Learners who are less familiar with the knowledge domain and / or the technology prefer a more structured, instructor guided learning environment. Implications for use of these tools to support learning will be discussed.

Citation

Lowerison, G. & Schmid, R.F. (2007). Pedagogical Implications of Using Learner-Controlled, Web-based Tools for Learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6255-6262). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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