Learning through collaborative design in a virtual environment : a case study

• Main Author: Viljoen, Johan H. C.
• Other Authors: Cronje, J. C.
• Language: en
• Published: 2014
• Subjects: Computer-Supported Collaborative Learning; Computer-Supported Collaborative Work; Engaged learning; Situated learning; Collaborative design; Participatory design; Collaborative learning; Constructionism; Distributed constructionism; Problem-based learning; UCTD
• Online Access: http://hdl.handle.net/2263/33033; Viljoen, JHC 2001, Learning through collaborative design in a virtual environment : a case study, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/33033>

This paper reports on an on-line collaborative design project of which the final outcome was a comprehensive, international World-Wide Web database of experts in the field of Instructional Technology as part of a learning task for post-graduate students in the same field. The main objective of the study was to determine the extent to which computer-supported collaborative design without face-to-face contact could be used to create a useful resource in this field. Sub-questions that arose were: How does a computer-supported collaborative design process evolve in an open-ended learning environment? What support could student designers working on a real-life project expect from their peers and experts in the field? How does one judge the success of such a project? What direct benefits can students derive from computer-supported collaborative design? The iterative design process was explored by means of an action research case study methodology. Three sets of issues fundamental to constructivist learning in an open-ended virtual environment came under scrutiny, viz. collaborative and participatory design, computer-mediated collaboration and collaborative learning. lt was found that computer-supported collaborative design could be a highly effective method both of learning and of producing a valuable artefact. === Dissertation (MEd)--University of Pretoria, 2001. === gm2014 === Education Management and Policy Studies === unrestricted