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Online Project-Based Learning: A Comparison of Collaborative Tools
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, Immaculata University, United States ; , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract. Project-based learning in an online environment poses particular challenges in the areas of collaboration, academic reinforcement and ongoing assessment. This paper discusses the student and the instructor perspectives, vis-a-vis issues of collaboration, academic reinforcement, and ongoing assessment, of two online, project-based graduate courses. To facilitate both within group and group/instructor collaboration, each small student group in both classes self-selected to use asynchronous chats, emails, and traditional one-to-one telephone conversations, or asynchronous chats, emails, Groove Virtual Office, and Skype which allowed for free conference calling, and Preliminary data indicated that all three variables of interest were more positively perceived by both students and instructor when asynchronous chats, emails, Groove Virtual Office, and Skype were used.

Citation

Charnitski, C.W. & Harvey, F. (2007). Online Project-Based Learning: A Comparison of Collaborative Tools. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 257-260). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 2, 2022 from .

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