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Please use this identifier to cite or link to this item: http://hdl.handle.net/10198/1085

Título: Pedagogical approaches for online environments
Autor: Miranda, Luísa
Morais, Carlos
Dias, Paulo
Palavras-chave: Online environments
Collaboration
Interaction
Issue Date: 2008
Editora: Springer
Citação: Miranda, Luísa; Morais, Carlos; Dias, Paulo (2008) - Pedagogical approaches for online environments. In Mendes, António José [et al.] Computers and education towards educational change and innovation. London: Springer-Verlag. p. 91-102. ISBN 978-1-84628-928-6
Resumo: At a time of profound changes in both learning conceptions and the construction of knowledge representations and in their application in real-life and professional situations, there is a huge need to deepen the processes that help us understand collaborative learning in online environments. These environments, due to their advantages, are powerful means for the development of the flexibility of representations and their suitability to practice contexts. The success of online collaborative activities depends on several aspects, among which can be mentioned their planning and monitoring of learning, bearing in mind the necessity to create a feeling of community and connection among the students seeking to engage in the joint definition of learning objectives. Therefore, the online environments are a way of expanding the boundaries of human communication and sustaining complex processes of interaction through the networks that make up the virtual classroom. Apart from admitting the importance of online environments, which goes beyond the development of the themes of online learning and online collaboration, we shall also present some results about student perceptions when exposed to the development of learning activities in online environments, based on research carried out within a doctoral thesis done in the University of Minho. Collaboration and the ways it develops in new learning communities is one of the main aspects of the above-mentioned study as well as a fundamental means for student learning because in this way they can understand questions, develop arguments and share meanings and conclusions.
URI: http://hdl.handle.net/10198/1085
Versão do Editor: http://www.springerlink.com/content/q68562rwu716qq0n/
Appears in Collections:DM - Publicações em Proceedings Indexadas ao ISI

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