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Together we know more than we know w...

Merrill, Martha Jane.

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Together we know more than we know we know: Collaborative learning with information technology students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Together we know more than we know we know: Collaborative learning with information technology students./
Author:	Merrill, Martha Jane.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1971.
Contained By:	Dissertation Abstracts International64-06A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3092825

Together we know more than we know we know: Collaborative learning with information technology students.
Merrill, Martha Jane.

Together we know more than we know we know: Collaborative learning with information technology students. - 151 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1971.

Thesis (Ed.D.)--The University of Tennessee, 2003.

This study describes the collaborative learning experiences of a community college instructor and her students in an information technology course. Peters and Armstrong's (1998) Types of Teaching and Learning model served as a framework for the instructor's introduction of collaborative learning into a traditionally-taught course, and Peters' (1998) approach to action research was used as the principal method of inquiry. Phenomenological and semi-structured interviews, field notes, and researcher journal entries generated the data. The ethnographic methods of Spradley (1980) and Hatch (2002) were used to analyze data.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Together we know more than we know we know: Collaborative learning with information technology students.
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035 $a (UnM)AAI3092825
035 $a AAI3092825
040 $a UnM $c UnM
100 1 $a Merrill, Martha Jane. $3 1945581
245 1 0 $a Together we know more than we know we know: Collaborative learning with information technology students.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 1971.
500 $a Major Professor: John M. Peters.
502 $a Thesis (Ed.D.)--The University of Tennessee, 2003.
520 $a This study describes the collaborative learning experiences of a community college instructor and her students in an information technology course. Peters and Armstrong's (1998) Types of Teaching and Learning model served as a framework for the instructor's introduction of collaborative learning into a traditionally-taught course, and Peters' (1998) approach to action research was used as the principal method of inquiry. Phenomenological and semi-structured interviews, field notes, and researcher journal entries generated the data. The ethnographic methods of Spradley (1980) and Hatch (2002) were used to analyze data.
520 $a The inductive analysis surfaced four themes: relationships, positioning, dialogue, and mindfulness. These themes described the participants' experience with learning how to learn software applications. The themes also closely approximated the description of three of four elements of Peters and Armstrong's Type III Teaching and Learning.
520 $a The addition of collaborative learning to the course design enhanced students' learning experience and led to changes in the instructor's practice. Implications for other college instructors who teach information technology courses are discussed, as are suggestions for employing action research in the college classroom.
590 $a School code: 0226.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Technology. $3 1017498
690 $a 0525
690 $a 0275
690 $a 0710
710 2 0 $a The University of Tennessee. $3 1022026
773 0 $t Dissertation Abstracts International $g 64-06A.
790 1 0 $a Peters, John M., $e advisor
790 $a 0226
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3092825