Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation

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dc.contributor University of Helsinki, Department of Psychology (-2009) en
dc.contributor.author Kollias, Vassilios
dc.contributor.author Mamalougos, Nektarios
dc.contributor.author Vamvakoussi, Xenia
dc.contributor.author Lakkala, Minna
dc.contributor.author Vosniadou, Stella
dc.date.accessioned 2011-10-17T10:00:01Z
dc.date.available 2011-10-17T10:00:01Z
dc.date.issued 2005
dc.identifier.citation Kollias , V , Mamalougos , N , Vamvakoussi , X , Lakkala , M & Vosniadou , S 2005 , ' Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation ' , Computers & Education , vol. 45 , no. 3 , pp. 295-315 . https://doi.org/10.1016/j.compedu.2005.04.012 en
dc.identifier.issn 0360-1315
dc.identifier.other PURE: 427689
dc.identifier.other PURE UUID: 3cc4a9af-02c4-4ae8-945e-efdf0d49d82b
dc.identifier.other dawa_publication: 75107
dc.identifier.other WOS: 000231003600003
dc.identifier.other Scopus: 21844465695
dc.identifier.other ORCID: /0000-0002-8289-4292/work/31933544
dc.identifier.uri http://hdl.handle.net/10138/27964
dc.description.abstract "Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical activity theory [Engestrom, Y. (1987). Learning by expanding.- An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Y., Engestrom, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century. Oxford: Blackwell Publishers]. The teachers were positive about CLEs and their possible role in initiating pedagogical innovation and enhancing personal professional development. This positive perception held across cultures and national boundaries. Teachers were aware of the fact that demanding planning was needed for successful implementations of CLEs. However, the specific strategies through which the teachers can guide students' inquiries in CLEs and the assessment of new competencies that may characterize student performance in the CLEs were poorly represented in the teachers' reflections on CLEs. The attitudes and beliefs of the teachers from separate countries had many similarities, but there were also some clear differences, which are discussed in the article. (c) 2005 Elsevier Ltd. All rights reserved." sv
dc.format.extent 21
dc.language.iso eng
dc.relation.ispartof Computers & Education
dc.rights en
dc.subject 515 Psychology en
dc.title Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1016/j.compedu.2005.04.012
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
dc.contributor.pbl

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