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Computer-Supported Collaborative Learning and Assessment: A Strategy for Developing Online Learning Communities in Continuing Education

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dc.contributor.authorGikandi, Joyce
dc.date.accessioned2024-07-22T08:08:42Z
dc.date.available2024-07-22T08:08:42Z
dc.date.issued2020
dc.description.abstractThis chapter focuses on re-interpreting the findings of a recent study based on collaborative learning perspectives. The study utilized a case study design in which two online postgraduate courses were investigated as a collective case study. Online observations, analysis of the archived course content and interview transcripts were used as data collection techniques. The data from multiple sources were triangulated. Qualitative techniques were used in data analysis and descriptive statistics were integrated to extend the meaning of qualitative data. The findings of the study suggest that social interactivity is pivotal to facilitating meaningful learning in formal online education. The findings further illustrate that development of productive communities in continuing (in-service) education is a gradual process that evolves through four stages starting from community of interest to community of practice
dc.identifier.citationGikandi, J. W. (2020). Computer-Supported Collaborative Learning and Assessment: A Strategy for Developing Online Learning Communities in Continuing Education. In I. Management Association (Ed.), Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications (pp. 389-413). IGI Global. https://doi.org/10.4018/978-1-7998-0420-8.ch019
dc.identifier.isbn1799804208
dc.identifier.urihttps://erepository.mku.ac.ke/handle/123456789/6110
dc.language.isoen
dc.publisherIGI Global
dc.titleComputer-Supported Collaborative Learning and Assessment: A Strategy for Developing Online Learning Communities in Continuing Education
dc.typeArticle
dspace.entity.typePublication
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