Academic Journal
Conceptualising Pedagogical Designs for Learning through Object-Oriented Collaboration in Higher Education
| Τίτλος: | Conceptualising Pedagogical Designs for Learning through Object-Oriented Collaboration in Higher Education |
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| Γλώσσα: | English |
| Συγγραφείς: | Damsa, Crina (ORCID |
| Πηγή: | Research Papers in Education. 2020 35(1):82-104. |
| Διαθεσιμότητα: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Ημερομηνία έκδοσης: | 2020 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Design, Cooperative Learning, Case Studies, Higher Education, Teaching Methods, Learning Processes, Inquiry, Student Projects, Active Learning, Learning Activities, Program Development, Course Descriptions, Computer Science Education, Programming Languages, Computer Games, Undergraduate Students, Psychology, Video Technology, Computer Mediated Communication, Education Majors, Graduate Students, Foreign Countries |
| Γεωγραφικοί όροι: | Finland |
| DOI: | 10.1080/02671522.2019.1677751 |
| ISSN: | 0267-1522 |
| Περίληψη: | This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that involves different activities with knowledge objects. However, the pedagogy of teaching and learning with objects needs to be further explored and grounded in empirical data. Using two case studies, we examine how learning designs in higher education courses support students' learning through work on shared knowledge objects, as well as how students experience these designs and the learning process. By means of complementary datasets, the learning design, enacted teaching practices, collaboration processes, experiences, and competence learned are mapped and analysed. The findings are helpful in elucidating the learning taking place through interaction and practices mediated by shared knowledge objects, as well as informing the development of principles of a pedagogy of object-oriented collaborative learning, which provide practical recommendations and invite further research endeavours. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Αριθμός Καταχώρησης: | EJ1240309 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 0267-1522 |
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| DOI: | 10.1080/02671522.2019.1677751 |