Towards a conceptual model for Online group work - Addressing graduate skills development in Online courses

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Title Towards a conceptual model for Online group work - Addressing graduate skills development in Online courses
Author Baskin, Colin; Barker, Michelle Carmel; Woods, Peter Robert
Publication Title Doing the Public Good: Positioning Education Research AARE 2004
Editor Trevor Gale
Year Published 2004
Place of publication Melbourne
Publisher Australian Association for Research in Education ( Online)
Abstract In moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies: * Learning is always mediated by and occurs through language (Falk 1997; Gee 1997), and; * Learning is distributed across a range of other people, sites, objects, technologies and time (Gee 1997). A third and relatively recent principle to emerge on the higher education scene that seems to 'contradict' accepted views of group learning technologies is that: * Many universities now choose to offer 'learning resources' online. This paper examines whether Information and Communication Technologies (ICTs) are 'robust' enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n=171) in an 'ICT-rich' group work setting, and the subsequent ratings of group skills development over a 13 week period. This discussion offers an account of learner outcomes by adopting Kirkpatrick's (1996) four levels of evaluation of learning as a classification scheme for determining learner satisfaction (Level One), the effectiveness of learning transfer (Level Two), its impact on practice (Level Three) and the appropriation of learning behaviours by participants (Level Four). The contrasting patterns of ICT use between female and male users in the data are discussed in relation to building social presence and producing social categories online. Differences reported here indicate that ICT group work is moving forward, but opportunities to challenge rather than reproduce existing learning relations and differences, remain largely unresolved.
Peer Reviewed Yes
Published Yes
Publisher URI
Copyright Statement Copyright remains with the authors 2004 Griffith University. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
ISBN 1324-9339
Conference name International Educational Research Conference: AARE2004
Location Melbourne
Date From 2004-11-28
Date To 2004-12-02
Date Accessioned 2005-03-29
Date Available 2015-06-04T03:40:04Z
Language en_US
Research Centre Griffith Asia Institute
Faculty Griffith Business School
Subject PRE2009-Educational Technology and Media
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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