ERIC Number: EJ1031968
Record Type: Journal
Publication Date: 2014
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
Educational Change in Oman: A Design Research Study of Personal, Institutional, and Societal Reactions to Collaborative Knowledge Building
Porcaro, David S.
Technology, Pedagogy and Education, v23 n2 p199-223 2014
While collaborative problem-solving has been suggested as a solution for linking classroom learning with workforce skills, it is still not entirely clear how personal, institutional, and national factors work together to influence student and teacher acceptance of this pedagogical strategy. Oman provides an appropriate case for exploring this intersection, as previously limited technology and an instructivist education tradition bump up against the demand for rapid educational improvement and economic development. This study focused on the cultural aspects that affect adoption of a Computer-Supported Collaborative Learning (CSCL) environment, and how adaptations appeared in the students, the teacher, and the course. An education design research methodology was used to examine how students react to the CSCL framework and tools.
Descriptors: Foreign Countries, Educational Change, Cooperative Learning, Problem Solving, Instructional Design, Learning Theories, Educational Technology, Cultural Influences, Educational Environment, Teacher Student Relationship, Females, Gender Issues, Social Attitudes, Religious Factors, Student Attitudes, Adoption (Ideas), Technology Integration, Constructivism (Learning), College Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A