Online Collaboration: Using Roleplay to Develop Skills in Resolving Conflict

Autor/inn/en	Stewart, Cherry; Edwards, Helen
Titel	Online Collaboration: Using Roleplay to Develop Skills in Resolving Conflict
Quelle	In: International Education Studies, 5 (2012) 6, S.1-10 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Role Playing; Conflict Resolution; Skill Development; Distance Education; Educational Experience; Learning Strategies; Online Courses; Electronic Learning; Virtual Classrooms; Teamwork; Cooperative Learning; Learning Activities; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; Focus Groups; Student Surveys; Student Experience; Web 2.0 Technologies; Computer Mediated Communication; Concept Mapping; Interaction; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Rollenspiel; Conflict solving; Konfliktlösung; Konfliktregelung; Kompetenzentwicklung; Qualifikationsentwicklung; Distance study; Distance learning; Fernunterricht; Bildungserfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Kooperatives Lernen; Lernaktivität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Schülerbefragung; Studienerfahrung; Computerkonferenz; Concept Map; Interaktion; Ausland; Australien
Abstract	The introduction of digital tools to a distance education environment often creates tensions due to students' past educational experiences and can require a shift in their concepts of the lecturers' and learners' responsibilities. The purpose of the study was to determine how well distance education students adapt to interactive online learning strategies requiring collaboration with peers. Data was collected via two surveys and analysis of student interaction with various digital tools such as chat, wiki, and virtual classroom environments. The results show that while there was some resistance initially to the use of collaborative strategies, most participants in this Early Childhood course reported benefits in using interactive tools for collaboration with their peers. Analysis of satisfaction in the end-of course survey showed that students strongly agreed with the premise that learning is enhanced by discussion and peer interaction, and can be achieved with online learning tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01