Using Jigsaw and Case Study for Supporting Online Collaborative Learning

Autor/in	Pozzi, Francesca
Titel	Using Jigsaw and Case Study for Supporting Online Collaborative Learning
Quelle	In: Computers & Education, 55 (2010) 1, S.67-75 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.12.003
Schlagwörter	Learning Activities; Online Courses; Cooperative Learning; Case Studies; Interaction; Interaction Process Analysis; Learning Processes; Teaching Methods; Instructional Effectiveness; Comparative Analysis; Computer Assisted Instruction; Electronic Learning; Computer Mediated Communication; Discussion Groups; Group Discussion + Suchen Sie Ihr Suchwort? Lernaktivität; Online course; Online-Kurs; Kooperatives Lernen; Case study; Fallstudie; Case Study; Interaktion; Prozessanalyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Gruppendiskussion
Abstract	In CSCL contexts ("Computer Supported Collaborative Learning") collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10