ERIC Number: EJ1143842
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 82
The Uses (and Misuses) of Collaborative Distance Education Technologies Implications for the Debate on Transience in Technology: Implications for the Debate on Transience in Technology
Chang, YunJeong; Hannafin, Michael J.
Quarterly Review of Distance Education, v16 n2 p77-92 2015
Collaborative learning technologies (tools that are used for facilitating or mediating collaborative learning) have been widely incorporated in distance education as well as broadly adopted in higher education. While a range of collaborative technologies has been incorporated, their implementation has often failed to align with well-established and empirically validated principles for the design of learning (Bernard & Rubalcava, 2000; Chang & Hannafin, 2015; So & Brush, 2008). In this article we (1) describe how collaborative learning technologies have been effectively and ineffectively incorporated in the higher education setting; (2) review and analyze critical design principles for integrating collaborative learning technologies in higher education applications of distance education (with particular focus on online learning) and, (3) explore the relationship between technological transience and the effectiveness of collaborative distance education technologies.
Descriptors: Distance Education, Cooperative Learning, Technology Integration, Technology Uses in Education, Technology Planning, Usability, Program Implementation, Design Requirements, Technological Advancement, Case Studies, Higher Education, Educational Practices, Educational Principles, Educational Strategies
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A