ERIC Number: EJ1064499
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 24
Collaborative Instructional Strategies to Enhance Knowledge Convergence
Draper, Darryl C.
American Journal of Distance Education, v29 n2 p109-125 2015
To promote knowledge convergence through collaborative learning activities in groups, this qualitative case study involved a layered approach for the design and delivery of a highly collaborative learning environment incorporating various instructional technologies grounded in learning theory. In a graduate-level instructional technology course, research design focused on the learning environment structure, collaborative learning activities such as digital knowledge mapping, and the instructor's role in scaffolding students' learning to achieve shared knowledge. Content analysis of students' work revealed four themes in the construction of collaborative concept maps: research, process, organization, and behavior. Student statements within the themes indicated use of specific critical thinking skills in the knowledge-sharing process.
Descriptors: Knowledge Level, Cooperative Learning, Qualitative Research, Case Studies, Educational Technology, Learning Theories, Graduate Students, Graduate Study, Research Design, Educational Environment, Concept Mapping, Content Analysis, Critical Thinking, Thinking Skills, Communities of Practice, Blended Learning, College Faculty, Metacognition, Decision Making, Self Evaluation (Individuals), Distance Education
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
Authoring Institution: N/A