Technology supported collaborative learning for higher education: Comparative case studies in Tanzania

To learn, a person has to be able to communicate effectively with others about the knowledge to be learned. Communication processes in classrooms can be supported by Group Support Systems (GSS), that enable students to communicate anonymously and in parallel. Group Support Systems experiences sugges...

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Bibliographic Details
Published in:Information technology for development 2006-04, Vol.12 (2), p.113-130
Main Authors: de Vreede, Gert-Jan, Mgaya, Rabson J.S.
Format: Article
Language:English
Subjects:
Comparative systems
Computer assisted instruction
Education
Educational technology
Students
Tanzania
Teaching
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Summary:To learn, a person has to be able to communicate effectively with others about the knowledge to be learned. Communication processes in classrooms can be supported by Group Support Systems (GSS), that enable students to communicate anonymously and in parallel. Group Support Systems experiences suggest that the technology increases observed learning, self-reported learning, on-task participation, and satisfaction with the learning experience. The authors discuss case studies from higher education in Tanzania. The particular benefit of GSS in this environment was threefold: First, it encouraged meaningful interaction among students and between students and teachers. Local culture normally hinders this. Second, it allowed all participants to discuss sensitive topics freely. Finally, it exposed students to collaborative technologies that are expected to play a pivotal role in (global) collaborative development activities. Clearly, the use of collaborative technologies enables the participation of a broader range of students. © 2006 Wiley Periodicals, Inc.
ISSN:0268-1102
1554-0170
DOI:10.1002/itdj.20033