dc.contributor.author |
Manathunga, Kalpani |
dc.contributor.author |
Hernández Leo, Davinia |
dc.date |
2015 |
dc.identifier.citation |
Manathunga K, Hernández-Leo D. Has research on collaborative learning technologies addressed massiveness? J Educ Techno Soc. 2015;18(4):357-370. |
dc.identifier.citation |
1176-3647 |
dc.identifier.uri |
http://hdl.handle.net/10230/25204 |
dc.format |
application/pdf |
dc.language.iso |
eng |
dc.publisher |
International Forum of Educational Technology & Society |
dc.relation |
Journal of Educational Technology & Society. 2015;18(4):357-370. |
dc.relation |
info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308 |
dc.rights |
This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC/n3.0 license |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.rights |
http://creativecommons.org/licenses/by-nc-nd/3.0/ |
dc.subject |
Literature review |
dc.subject |
Educational technologies |
dc.subject |
Collaborative learning |
dc.subject |
Large classes |
dc.subject |
Massive courses |
dc.title |
Has research on collaborative learning technologies addressed massiveness? |
dc.type |
info:eu-repo/semantics/article |
dc.type |
info:eu-repo/semantics/publishedVersion |
dc.description.abstract |
There is a growing interest in understanding to what extent innovative educational technologies can be used to/nsupport massive courses. Collaboration is one of the main desired elements in massive learning actions/ninvolving large communities of participants. Accumulated research in collaborative learning technologies has/nproposed and evaluated multiple models and implementation tools that engage learners in knowledge-intensive/nsocial interactions fostering fruitful learning. However, it is unclear to what extent these technologies have been/ndesigned to support large-scale learning scenarios involving arguably massive participation. This paper/ncontributes with a literature review that aims at providing an answer to this question as well as offering insights/nabout the context of use, characteristics of the technologies, and the types of activities and collaboration/nmechanisms supported. The main results point out that till 2013 the level of massiveness considered in top/nscientific journal papers on collaborative learning technologies was low, the scenarios studied were/npredominantly contextualized in co-located higher education settings using Learning Management Systems, the/nmost common activities considered were open and structured discussion, followed by peer assessment and/ncollaborative writing, and the most broadly used mechanism to foster fruitful collaboration was group formation/nfollowing diverse policies. |
dc.description.abstract |
This research has been partially funded by the Spanish Ministry of Economy and Competitiveness in the EEE Project (TIN2011-28308-C03-03) |