Supporting explorative learning by providing collaborative online problem solving (COPS) environments
Edwards, Sylvia L., Watson, Jason A., Nash, Robyn E., & Farrell, Ann (2005) Supporting explorative learning by providing collaborative online problem solving (COPS) environments. In OLT 2005: Beyond delivery, 27th September 2005, Brisbane, Australia.
Research confirms that people learn more effectively by active enquiry rather than passive reception and through experimentation and collaboration. Collaborative problem solving comprises a set of skills that are considered necessary for success in today’s world (O’Neil et al. 2003). Importantly, the development of such skills requires a learning/teaching approach that combines both problem centred learning and collaborative/co-operative learning (Nelson 1999). The COPS project seeks to go beyond current Online Learning and Teaching (OLT) resources to provide a framework and system to create and deploy environments where teams of undergraduate learners at Queensland University of Technology can collaborate, engage, grapple and seek to make sense of authentic problems within an online environment. It will do so by creating problem centred 'learning designs' that can be integrated with face to face teaching to bridge the gap between the classroom and real world experience. This paper introduces the teaching and learning philosophy behind COPS and explains our approach to developing this new online tool.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||Acknowledgements The authors of this paper would like to acknowledge Dr. Tony Sahama, Steven Nagy and the team from TALSS including Amanda Schnitzerling, Meredith Godat, Martin Perrett and Aneesha Bakharia.|
|Keywords:||e, learning, pedagogy, collaborative, problem solving, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)|
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > OTHER INFORMATION AND COMPUTING SCIENCES (089900)
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > INFORMATION SYSTEMS (080600) > Computer-Human Interaction (080602)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > QUT Faculties & Divisions > Faculty of Science and Technology
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||10 Oct 2005|
|Last Modified:||09 Jun 2010 22:27|
Repository Staff Only: item control page