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
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
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.
Zawacki-Richter, Olaf; Brown, Tom; Delport, Rhena(European Distance and E Learning Network, 2009-04)
During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. ...
De Villiers, M.R.; Cronje, Johannes Christoffel(Unisa Press, 2005)
The University of Pretoria offers a masters degree in computer-integrated education, incorporating a module called Internet-based learning. This module uses constructivist and collaborative techniques via web-based distance ...
De Villiers, Mary Ruth(University of Pretoria, 2004-02-25)
This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate ...