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A constructivist framework for online collaborative learning:adult learning and collaborative learning theory

Stacey, Elizabeth 2005, A constructivist framework for online collaborative learning:adult learning and collaborative learning theory. In Roberts, Tim (ed), Computer-supported collaborative learning in higher education, Idea Group Publishing, London, pp.140-161.

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Title A constructivist framework for online collaborative learning:adult learning and collaborative learning theory
Author(s) Stacey, Elizabeth
Title of book Computer-supported collaborative learning in higher education
Editor(s) Roberts, Tim
Publication date 2005
Chapter number 7
Total chapters 14
Start page 140
End page 161
Total pages 22
Publisher Idea Group Publishing
Place of Publication London
Keyword(s) adult learning
Computer-supported collaborative learning
Constructivism
Online learning
Social constructivism
Summary The purpose of this chapter is to review and discuss theoretical perspectives that help to frame collaborative learning online. The chapter investigates literature about the type of learning and behavior that are anticipated and researched among participants learning collaboratively and discusses how these attributes explain computer-supported collaborative learning. The literature about learning is influenced by perspectives from a number of fields, particularly philosophy, psychology, and sociology. This chapter describes some of these perspectives from the fields of cognitive psychology, adult learning, and collaborative group learning. Recent research into computer-supported collaborative learning that applies these theories will also be discussed.
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ISBN 1591404088
9781591404088
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
Copyright notice ©2005; Idea Group Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30000722

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.