Det er lettest å snakk når en skal si noe
Author
Røising, Hanne Schou
Term
4. term
Publication year
2004
Pages
66
Abstract
Formålet med denne opgave er at få større indsigt i, hvordan højskolestuderende kan få udbytte af netstøttet samarbejde i deres projektarbejde. Opgaven bygger teoretisk på et sociokulturelt læringssyn (bl.a. Vygotsky), på forskning i netstøttet samarbejdslæring (CSCL) og på teorier om beslutningsprocesser i organisationer. Undersøgelsen har en fænomenologisk tilgang. Data blev indsamlet via et fokusgruppeinterview med fire studerende, som havde brugt en læringsplatform (LMS) i deres fordypningsopgaver. Materialet er analyseret med Kvales metode på tre niveauer: selvforståelse, common sense og teoretisk fortolkning. Resultaterne viser, at de studerende kun i begrænset omfang brugte samarbejds- og læringsværktøjerne i den aktuelle platform (Classfronter), når brugen var frivillig. De oplevede, at skriftlig dialog gjorde samarbejdet vanskeligt, og de prioriterede derfor personlige møder. Valget om at bruge læringsplatformen fremstod ikke som resultatet af en gennemført, rationel beslutningsproces. Samlet konkluderer opgaven, at selv om platformen havde lille direkte nytte i projektarbejdet, gav brugen af Classfronter de studerende mulighed for at udvikle generelle it-færdigheder som tekstbehandling, filhåndtering, e-mail, internetsøgning og brug af elektroniske diskussionsfora, hvilket de fandt nyttigt og lærerigt.
This thesis aims to understand how college students can benefit from computer-supported collaboration in their project work. It is grounded in a sociocultural view of learning (including Vygotsky), research on computer-supported collaborative learning (CSCL), and theories of decision-making in organizations. The study uses a phenomenological approach. Data were collected through a focus group interview with four students who had used a learning management system (LMS) in their specialization projects. The material was analyzed using Kvale's method at three levels: self-understanding, common-sense, and theoretical interpretation. Findings show that when use was optional, students made limited use of the collaboration and learning tools in the platform (Classfronter). They found it difficult to base collaboration on written dialogue and therefore prioritized face-to-face meetings. Their choice to use the platform did not appear to result from a deliberate, rational decision process. In conclusion, although the platform had little direct value for their project work, using Classfronter gave the students an opportunity to develop general ICT skills, such as word processing, file management, email, internet search, and participation in electronic discussion forums, which they considered useful and instructive.
[This abstract was generated with the help of AI]
Keywords