Analysing the impact of pedagogical models within and between collaboration contexts through students' collaboration experiences

Información del proyecto

COLLEX

Identificador del acuerdo de subvención: 24186

Proyecto cerrado

Fecha de inicio 1 Septiembre 2005

Fecha de finalización 30 Junio 2007

Financiado con arreglo a

• Human resources and Mobility in the specific programme for research, technological development and demonstration "Structuring the European Research Area" under the Sixth Framework Programme 2002-2006

Coste total

Sin datos

Aportación de la UE

Sin datos

Coordinado por

UNIVERSITY OF OULU
Finland

Objetivo

Collaboration in technology supported environments has become increasingly important for professional contexts. Many companies require that future employees are proficient in such collaboration. Computer-Supported Collaborative Learning (CSCL) is well-suited to teach students the dynamics and skills needed for collaboration in technology supported environments. A large collection of pedagogical models have been shown to stimulate collaboration in electronic environments.
A pedagogical model offers a collaboration practice believed to be more effective. Yet, collaboration breakdowns are still observed. Such a breakdown could be caused by a conflict between the pedagogical model and students¿ collaboration experiences or beliefs about collaboration. For exam ple, it is well-known that students¿ experiences with various teaching and learning environments are reflected in their study approach. It is likely that the perception of the context determines their engagement. Hence, it is conceivable that students in a collaboration context do not work according to the model(s) that they are offered, but prefer an idiosyncratic model or a model that they are familiar with. Pedagogical models also have a specific focus on cognitive (learning), motivational (involvement) , or social processes (interaction). CSCL studies focus on the effects of the pedagogical model on the process that it targets (direct effects). Studies that focus on reciprocal relationships between these processes - within and between contexts - are rare.
This project will increase our understanding about effective collaborative learning by
1) investigating students¿ collaboration experiences to illustrate the impact of students' past experiences on current behaviour and development of beliefs,
2) tracing students' experiences with multiple models and self-selection,
3) analysing direct and indirect effects on cognitive, motivational and social processes - within and between contexts - targeted by the models.

Ámbito científico (EuroSciVoc)

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Palabras clave

• Collaboration experience profiles
• Collaborative learning
• Pedagogical models
• Qualitative analysis

Programa(s)

• FP6-MOBILITY - Human resources and Mobility in the specific programme for research, technological development and demonstration "Structuring the European Research Area" under the Sixth Framework Programme 2002-2006

Tema(s)

• MOBILITY-2.1 - Marie Curie Intra-European Fellowships (EIF)

Convocatoria de propuestas

FP6-2002-MOBILITY-5
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Régimen de financiación

EIF - Marie Curie actions-Intra-European Fellowships

Coordinador

UNIVERSITY OF OULU

• Aportación de la UE: Sin datos
• Dirección: Finlandia
• Coste total: Sin datos