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Building successful on-line learning communities across international boundaries: a case study

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dc.contributor.author Jefferies, Pat
dc.contributor.author Grodzinsky, Frances
dc.contributor.author Griffin, Joe
dc.date.accessioned 2012-11-08T11:34:42Z
dc.date.available 2012-11-08T11:34:42Z
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/10344/2664
dc.description peer-reviewed en_US
dc.description.abstract The development of on-line learning communities across international boundaries is now a viable proposition using available asynchronous technologies. As has been reported in previous papers (Grodzinsky, Griffin & Jefferies, 2002; Griffin, Grodzinsky & Jefferies, 2002) such use has proved to be extremely valuable for supporting the teaching of computing and ethics. For example, not only does asynchronous computer conferencing offer new opportunities for students to gain valuable first-hand experience in using such technology to communicate with peers in other countries but it also facilitates them gaining a more direct appreciation of the cultural, legal and ethical differences that abound. However, the setting up of successful ‘virtual’ communities with campus-based final year undergraduates based in three different countries posed a number of issues that had to be addressed prior to implementation. Prime amongst these were concerns as to how to overcome some of the perceived barriers to establishing effective groups within a text-based virtual environment across international boundaries and how to integrate use of the technology within the traditional face-to-face context of learning. This paper will, therefore, report on how this blended approach to learning and teaching was developed and implemented using the Belbin Self-Perception Inventory (1981). It will then report on research undertaken into the impact that this strategy had on how individuals actually operated within their teams in the virtual environment. It will also detail some of the findings from this case study when these perceived Belbin types were matched with transaction analysis (Wortham, 1999) and types of messages posted (Garrison, Anderson & Archer, 2001). Finally it will draw conclusions from the case study in order to make recommendations for future implementation of asynchronous computer conferencing within a campus-based Higher Education (HE) context. en_US
dc.language.iso eng en_US
dc.publisher ETHICOMP en_US
dc.relation.ispartofseries Proceedings of ETHICOMP 2004;
dc.relation.uri http://home.southernct.edu/~bynumt2/conferences.html
dc.subject on-line learning en_US
dc.subject computer ethics en_US
dc.subject teaching/learning en_US
dc.title Building successful on-line learning communities across international boundaries: a case study 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


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