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Improving Collaborative Online Learning Using the TEC Model
PROCEEDINGS

, Kibbutzim College of Education & Mofet Institute, Israel ; , Talpiot College of Education & Mofet Institute, Israel ; , Mofet Institute & Al-Qasemi College of Education, Israel

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The current study investigates changes in groups cohesion and collaboration in an online environment using the TEC (Trust building in an Online Collaborative Environment) model (Hoter, Shonfeld & Ganayem, 2009; 2012). The TOCE model provides a template for gradual contact and collaboration in small heterogeneous groups in online environments. Data was collected from a one year online college course which included students from 8 different teacher education colleges representing different cultural groups in Israel (Arabs and Jews). The course used both synchronous and a-synchronous platforms and the assignments were carried out in small multicultural groups. Results show significant improvement in cohesiveness and collaboration within the small work groups.

Citation

Shonfeld, M., Hoter, E. & Ganayem, A. (2013). Improving Collaborative Online Learning Using the TEC Model. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1028-1033). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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Cited By

  1. Online Collaborative Learning in a Global World

    Miri Shonfeld, Kibbutzim College and MOFET, Israel; David Gibson, Curtin University, Australia; Levy Dalit & Tami Seifert, Kibbutzim College of Education, Israel; Elaine Hoter, Talpiot College, Israel; Paul Resta, The University of Texas, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 910–917

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