.png){kind=icon}
返回
Embedded experts in online collaborative learning: A case study
.png){kind=icon}
PRE
AI
DOI：10.1016/j.iheduc.2020.100773.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
The affordance of online communication and collaboration technology provides a forum for preservice teachers, practicing teachers, and teacher educators to engage in authentic discourse where multiple perspectives can be shared. This qualitative case study explores the perceptions and experiences of embedded experts in a global learning community that occurred over a 12 year period. The study was designed using the Online Collaborative Learning Framework developed by the authors in 2006. The goal of the study was to provide a nuanced un-derstanding of embedded experts in online discussion that engage in real world issues related to today's diverse and digital classrooms. From the thematic analysis of the data, the following three implications emerged: Purposeful selection of technology; orientation and supports for the experts; and design of an organic environment that fosters the development of community including embedded experts.
Keyword:
Critical discourse
Embedded expert
Global classroom
Online collaboration
Online learning
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
6.8
论文数:
562
被引数:
4.4K
机构
引用论文
.png){kind=icon}
分享收藏
没有更多内容
没有更多内容