Collaborative Learning with Group Interactive Technology

Learning is not just about the acquisition of knowledge but is an activity contributing to change and enrichment of the individual. The focus in this article on the socio-cultural aspects of learning has been influenced by the work of Vygotsky and Leont’ev. Engeström’s triangle was used as a framework to conceptualize the effect of the technology on postgraduate tutorials. It helped in the analysis and understanding of the impact of using group process technology to support the social dimensions of learning. The framework in this article builds on the interrelationships between three themes: individual and collective learning in groups; conversational learning; and the role of technology as an aid to learning. The article discusses explorations into improving debate, increasing participation, and supporting a cooperative learning environment with interactive technology with postgraduate business students.

[1]  Chris Argyris,et al.  Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change , 1993 .

[2]  P. Freire,et al.  A Pedagogy for Liberation: Dialogues on Transforming Education , 1987 .

[3]  P. Reason.  Human inquiry in action : developments in new paradigm research , 1988 .

[4]  A. Douglas.  Learning as Participation in Social Practices: Interpreting student perspectives on learning , 2000 .

[5]  Kenwyn K. Smith,et al.  Paradoxes of group life: Understanding conflict, paralysis, and movement in group dynamics. , 1987 .

[6]  Michael Reynolds,et al.  Reflection and Critical Reflection in Management Learning , 1998 .

[7]  J. Jordan,et al.  The Use of the Case Method in Large and Diverse Undergraduate Business Programmes: Problems and Issues , 2000 .

[8]  Jerry Craven.  A New Model for Teaching Literature Classes , 1994 .

[9]  William N. Isaacs.  Taking flight: Dialogue, collective thinking, and organizational learning , 1993 .

[10]  Gerardine DeSanctis,et al.  A foundation for the study of group decision support systems , 1987 .

[11]  Robert O. Briggs,et al.  Exploring the use of EMS in the classroom: two field studies , 1995, Proceedings of the Twenty-Eighth Annual Hawaii International Conference on System Sciences.

[12]  K. Cox,et al.  Work-Based Learning , 2019, Encyclopedia of Sustainability in Higher Education.

[13]  Jean McNiff.  Teaching as Learning: An Action Research Approach , 1993 .

[14]  Jay F. Nunamaker,et al.  Electronic meeting systems , 1991, CACM.

[15]  Gerardine DeSanctis,et al.  Computer-Based Support for Group Problem-Finding: An Experimental Investigation , 1988, MIS Q..

[16]  P. Reagan-Cirincione,et al.  Improving the Accuracy of Group Judgment: A Process Intervention Combining Group Facilitation, Social Judgment Analysis, and Information Technology , 1994 .

[17]  P. Reason.  Integrating Action and Reflection Through Co-Operative Inquiry , 1999 .

[18]  Tony Gear,et al.  Using a group support system to support client assessment , 1998 .

[19]  Martin Read,et al.  On-line group process support , 1993 .

[20]  J. Ruiz Moreno.  [Organizational learning]. , 2001, Revista de enfermeria.

[21]  Eliat Aram,et al.  Educating Prospective Managers in the Complexity of Organizational Life , 1999 .

[22]  J. Heron.  Co-Operative Inquiry: Research into the Human Condition , 1996 .

[23]  Anton Havnes,et al.  Examination and learning: an activity‐theoretical analysis of the relationship between assessment and educational practice , 2004 .

[24]  Carl R. Rogers,et al.  Carl Rogers on Encounter Groups , 1970 .

[25]  R. Veer,et al.  The Vygotsky Reader , 1994 .

[26]  Charles Anderson,et al.  Learning to discuss, discussing to learn : a study of tutorial groups in a faculty of social sciences , 1995 .

[27]  R. Feuerstein,et al.  Instrumental Enrichment: Theoretical Basis, Goals, and Instruments , 1980 .

[28]  Milam Aiken.  Using a Group Decision Support System as a Teaching Tool. , 1992 .

[29]  Jonathan A. Smith,et al.  Co-Operative Inquiry , 1995 .

[30]  Robert Liebendorfer.  Mind, self and society , 1960 .

[31]  Edgar H. Schein,et al.  On dialogue, culture, and organizational learning , 1993 .

[32]  D. Newman.  An Experiment in Group Learning Technology: Evaluating Critical Thinking in Face-to-Face and Computer-Supported Seminars. , 1996 .

[33]  Kenneth L. Kraemer,et al.  The impact of technological support on groups: An assessment of the empirical research , 1989, Decis. Support Syst..

[34]  Gail K. Sergenian,et al.  Transforming the Class into a Learning Organization , 2000 .

[35]  Starr Roxanne Hiltz,et al.  An Assessment of Group Support Systems Experimental Research: Methodology and Results , 1998, J. Manag. Inf. Syst..

[36]  William Griffith,et al.  The Reflecting Team as an Alternative Case Teaching Model , 1999 .

[37]  Y. Engeström,et al.  Learning, working and imagining : twelve studies in activity theory , 1990 .

[38]  Robert O. Briggs,et al.  Teaching with GSS: Techniques for Enabling Student Participation , 1995 .

[39]  Catherine Jones,et al.  Group interactive learning with group process support technology , 2001, Br. J. Educ. Technol..

[40]  R. Vince,et al.  Inside Action Learning: an Exploration of the Psychology and Politics of the Action Learning Model , 1993 .

[41]  Massimo Marraffa,et al.  Organizational learning II: Theory, method and practice , 1998 .

[42]  Scott Jon.  The lecturer’s toolkit — A practical guide to learning, teaching and assessment (Second edition) , 2003 .

[43]  Yolanda Bonadona.  Dialogue and the Art of Thinking Together , 2002 .

[44]  J. McNiff.  Action Research Principles and Practice , 1988 .

[45]  Mark A. Fuller,et al.  Improving student learning of conceptual information: GSS supported collaborative learning vs. individual constructive learning , 1997, Decis. Support Syst..

[46]  Eric Ashby,et al.  The structure of higher education: A world view , 1973 .

[47]  David R . Russell.  Looking beyond the interface: activity theory and distributed learning : Activity theory and distributed learning David R. Russell , 2003 .