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Using collaborative learning tools in a mult-institutional approach for teaching professional issues

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dc.contributor.author Griffin, Joe
dc.date.accessioned 2012-11-07T14:58:58Z
dc.date.available 2012-11-07T14:58:58Z
dc.date.issued 2003
dc.identifier.uri http://hdl.handle.net/10344/2660
dc.description peer-reviewed en_US
dc.description.abstract Collaborated learning management tools (CLMT) were used as part of the teaching and assessment process with a cohort of computer science students from three universities in Ireland, England and the USA in the area of professional issues (the legal, ethical and social aspects of computing). Students in the cohort used asynchronous communication tools to work in virtual groups to solve a moral/legal dilemma case study. They were originally assessed on a written report based on the content of their postings to a discussion board. Subsequently a framework for the assessment of critical thinking developed by Anderson et al (2001) was used to analyse the discussion threads produced by the same learners. This paper describes the naauter of this study, discusses the use of computer-mediated communication (CMC) in the teaching and assessment of professional issues and reflects on the possible links between the use of CLMT in a collaborative learning situation and the development of higher order critical thinking skills in tertiary level students. en_US
dc.language.iso eng en_US
dc.relation.ispartofseries IADIS International Conference, e-Society;
dc.subject collaborative learning en_US
dc.subject critical thinking en_US
dc.subject computer ethics en_US
dc.title Using collaborative learning tools in a mult-institutional approach for teaching professional issues en_US
dc.type info:eu-repo/semantics/conferenceObject en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.authorcontactother joe.griffin@ul.ie

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