Using Virtual Tools to Support Collaborative Learning in Design Education (Record no. 95824)
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| 000 -LEADER | |
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| fixed length control field | 02053nab a2200205 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 190816b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Page, Tom |
| 245 ## - TITLE STATEMENT | |
| Title | Using Virtual Tools to Support Collaborative Learning in Design Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | |
| Name of publisher, distributor, etc | |
| Date of publication, distribution, etc | |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 6-19 p. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | An increasingly popular topic of discussion relating to higher education learning methodology is online learning, particularly online collaborative learning (Resta and Laferrière, 2007). With the emergence of 'Web 2.0' there are currently a multitude of CSCW (Computer-Supported Cooperative Work) tools available which facilitate such work strategies. There is however dispute surrounding the effectiveness of such methods and the level of adoption by the student population. One particular field in which group working and group based projects feature extensively is the design industry. It could be expected therefore that undergraduate design students in particular, being considered 'digital natives', would be utilising the available online collaborative work tools to their full potential. Whilst it is safe to assume that some level of online collaborative working takes place within the course of these assignments it is currently unclear to what extent these tools are utilised or what forms these tools take. Through the evaluation of data obtained from undergraduate design students at Loughborough University on the level of uptake of online collaborative work tools within the context of group projects and assignments, the aim of this paper is to provide suggestions for possible ways to improve the adoption of online collaborative work tools within undergraduate design education. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Collaboration |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Virtual Tools |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Undergraduate |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Group Assignment |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Design Education |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Thorsteinsson, Gisli |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 40276 |
| Place, publisher, and date of publication | Tamilnadu i-manager Publications |
| Other item identifier | S87516 |
| Title | i-manager's Journal of Educational Technology; 14(2) July- Sept 2017 |
| International Standard Serial Number | 0973-0559 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Main Library | Main Library | 16/08/2019 | AR16554 | 16/08/2019 | Articles |
