I Learnt a Whole Lot More than Churning out an Essay: Using Online Tools to Support Critical Collaborative Inquiry in a Blended Learning Environment

Autor/inn/en	Khoo, Elaine; Johnson, E. Marcia; Zahra, Anne
Titel	I Learnt a Whole Lot More than Churning out an Essay: Using Online Tools to Support Critical Collaborative Inquiry in a Blended Learning Environment
Quelle	In: Journal of Open, Flexible and Distance Learning, 16 (2012) 1, S.127-140 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Blended Learning; Case Studies; Qualitative Research; Graduate Students; Tourism; Integrated Learning Systems; Group Discussion; Collaborative Writing; Web 2.0 Technologies; College Faculty; Interviews; Focus Groups; Online Surveys; Technology Uses in Education; Educational Technology; Teaching Methods; Foreign Countries; Student Attitudes; Teacher Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Tourismus; Gruppendiskussion; Fakultät; Interviewing; Interviewtechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Lehrerverhalten; Neuseeland
Abstract	This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a learning management system, discussion forums, and wikis were used to facilitate student engagement and deeper learning of course content. Although the teacher was experienced in face-to-face teaching contexts, she was a novice in the design and delivery of online learning. However, she believed that technology could foster deeper and more meaningful critical collaborative inquiry among course participants and was keen to explore how this could be facilitated. Evaluative data were gathered from teacher interviews, student focus groups, and an online student survey. Findings indicate that the use of different online tools was effective for engaging students and helped them develop critical insights into key course concepts. However, careful planning and reflection on different pedagogical approaches were needed so that student learning could be supported in meaningful and relevant ways. Implications for supporting educators and students in blended, online learning in Tourism education are offered. (As Provided).
Anmerkungen	DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://journals.akoaotearoa.ac.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01