Connecting Distance Learning Communities to Research via Virtual Collaboratories: A Case Study from Library and Information Science

Autor/in	Rebmann, Kristen
Titel	Connecting Distance Learning Communities to Research via Virtual Collaboratories: A Case Study from Library and Information Science
Quelle	In: Open Learning, 27 (2012) 3, S.273-282 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Graduate Students; Distance Education; Case Studies; Writing (Composition); Information Science Education; Virtual Classrooms; Collaborative Writing; Synchronous Communication; Scholarship; Productivity; Academic Advising; Computer Mediated Communication; Group Discussion; California + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Schreibübung; Informationstechnologische Bildung; Scholarships; Stipendium; Produktivität; Akademischer Rat; Computerkonferenz; Gruppendiskussion; Kalifornien
Abstract	This case study reports on patterns of participation in a virtual collaboratory organised around goals associated with the involvement of graduate students in research and writing projects. Traditionally, distance learning classrooms have been devoted to teaching content matter (in a virtual context) yet this case study reports on the use of synchronous learning contexts to support research and professionalisation on the part of graduate students in library and information science. Focus is placed on discussing virtual collaboratories as a form of learning design that modifies the use of existing (synchronous) distance learning classrooms. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10