Sociocultural affordances of online peer engagement
University learning increasingly includes online learning experiences embedded within teaching with the dual policy intentions of increasing flexibility and learner engagement. In this research project, three university lecturers from different teaching contexts selected technologies for online learning to enhance learner engagement by encouraging peer learning. A sociocultural view of learning was used to conceptualise the technological and social affordances that might enable student peer participation and engagement. The research explored the question: “What are the benefits and barriers experienced by students engaging in online peer collaboration?” Students reported benefits including a sense of belonging that enhanced motivation, and professional identity. This article also reports on some of the challenges for students and University academics when engaging in online learning communities.
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|Item Type:||Journal Article|
|Keywords:||Learner engagement, peer learning, online learning, affordances, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Current > Schools > School of Accountancy
|Copyright Owner:||Copyright 2012 Queensland University of Technology|
|Deposited On:||18 Mar 2013 05:09|
|Last Modified:||22 Sep 2015 01:51|
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