Collaborative Learning as Internet Effect: A Case Study

By Kimberlee Campbell.

Published by The Technology Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Online portfolios provide a flexible way for students to plan, display and chart their learning, but more importantly, they can also, by providing an easily-used multimedia canvas through which students can share their work, inspire collaborative learning. This paper reviews one test class taught by the presenter, in which student research projects were planned and presented online. Results were impressive: Rather than being passive recipients of knowledge imparted by an instructor, or at best, pressgang contributors to instructor designed and controlled activities, such as traditional oral exposés, students became enthusiastic constructors of their own learning, by virtue of a medium that permitted them to pool their knowledge across disciplinary lines as well as develop new knowledge sets. Outcomes reflected the students' enhanced mastery of the material as well as an increased interest in the subject matter, both directly attributable to the technology available.

Keywords: Online Portfolios, Collaborative Learning, Student Research

The International Journal of Technology, Knowledge and Society, Volume 4, Issue 3, pp.133-138. Article: Print (Spiral Bound). Article: Electronic (PDF File; 534.400KB).

Prof. Kimberlee Campbell

Professor and Director of Language Programs, Department of Romance Languages and Literatures, Harvard University, Cambridge, MA, USA

Kimberlee A. Campbell is Professor of the Practice and Director of Language Programs in the Department of Romance Languages and Literatures at Harvard University. She works on the medieval Romance epic, as well as foreign language acquisition, especially as the latter intersects with questions of social and cultural identity. She is the author of The Protean Text and Échos: Cultural Discussions for Students of French, as well as articles ranging from the definition of maleness in the chanson de geste to the parameters of national identity as argued in French and Spanish nineteenth-century literary criticism.


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