Collaborative style of teaching and learning with information and communication technology (ICT) from university teachers and student’s perspectives

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F18%3A50015009" target="_blank" >RIV/62690094:18450/18:50015009 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-030-03580-8_9" target="_blank" >http://dx.doi.org/10.1007/978-3-030-03580-8_9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-03580-8_9" target="_blank" >10.1007/978-3-030-03580-8_9</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Collaborative style of teaching and learning with information and communication technology (ICT) from university teachers and student’s perspectives

Popis výsledku v původním jazyce

The collaborative form of education places on students the following requirements in particular: distribution of social roles, planning of their own activities, division of partial tasks, learning to consult and help, controlling each other, solving partial conflicts, combining partial results into a whole, evaluating the contribution of individual members. Many models of collaborative learning such as The Structural Approach to Cooperative Learning (Spencer Kagan), have been tested at universities. Collaborative learning (CL) is directly linked to information and communication technologies (ICT) that seem to be the best environment for this form of learning. This review article seeks to define the structures of the CL model in the higher education environment, the basic elements of it and the strengths and weaknesses and to give examples of good practice.

Název v anglickém jazyce

Collaborative style of teaching and learning with information and communication technology (ICT) from university teachers and student’s perspectives

Popis výsledku anglicky

The collaborative form of education places on students the following requirements in particular: distribution of social roles, planning of their own activities, division of partial tasks, learning to consult and help, controlling each other, solving partial conflicts, combining partial results into a whole, evaluating the contribution of individual members. Many models of collaborative learning such as The Structural Approach to Cooperative Learning (Spencer Kagan), have been tested at universities. Collaborative learning (CL) is directly linked to information and communication technologies (ICT) that seem to be the best environment for this form of learning. This review article seeks to define the structures of the CL model in the higher education environment, the basic elements of it and the strengths and weaknesses and to give examples of good practice.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

ISBN

978-3-030-03579-2

ISSN

0302-9743

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

79-86

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Chiang Mai; Thailand

Datum konání akce

22. 8. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—