Document Type
Theses, Masters
Rights
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
Disciplines
5.3 EDUCATIONAL SCIENCES, *pedagogy, Interdisciplinary
Abstract
Abstract: A participatory action research case study employed mixed methods to examine student collaboration and engagement in a Community Based (Service) learning module. A quasi experimental testing of Coates (2007) typology of student engagement found low agreement between students and lecturers in assigning the terms, passive, intense, independent or collaborative to student postings to discussion fora. Evidence from this case study found greater student collaboration in discussion fora when linked to practical course activity. Qualitative analysis of discussion threads using conversation analysis provided evidence for collaboration in deeper knowledge construction when supported by lecturers’ contributions. Discourse analysis examined interviews with students and focused on their constructions of community revealing the beneficial role of developing multiple perspectives to integrate their learning experiences. A role for supporting facilitative communication in small group learning and the Zone of Proximal Development is suggested and an argument for the role of student centred approaches in Pedagogies for Civic Engagement in teaching and learning is made.
DOI
https://doi.org/10.21427/d7f75j
Recommended Citation
McGarrigle, J. (2009) A case study of student engagement in collaborative group learning in a Blended Community Based (Service) Learning module. Thesis submitted for the award of M. A. in Third Level Learning and Teaching, Technological University Dublin, 2009, DOI: 10.21427/d7f75j
Funder
Institute of Technology Carlow
Included in
Art Education Commons, Educational Methods Commons, Online and Distance Education Commons, Other Education Commons, Social and Behavioral Sciences Commons
Publication Details
Technological University Dublin, 2009.