Abstract
Self-directed Learning (SDL) is an old pedagogical concept facing new challenges engendered by the emerging social software. We aim to explore the issue how SDL is facilitated in online cross-cultural collaborative settings – iCamp Trial2 involving faculty and students from four European academic institutions. Empirical data of two relatively active groups were meticulously analyzed with the use of social network analysis and content analysis. Results showed the online collaborative learning environment empowered by social software could potentially enhance that SDL of some but not all the students. The actual impact is stipulated by several critical factors such as the students’ intrinsic motivation and initial anxiety about the learning situations. Initial formal structure is essential. Revision of Henri scheme is implied.
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Law, E.LC., Nguyen-Ngoc, A.V. (2008). Fostering Self-Directed Learning with Social Software: Social Network Analysis and Content Analysis. In: Dillenbourg, P., Specht, M. (eds) Times of Convergence. Technologies Across Learning Contexts. EC-TEL 2008. Lecture Notes in Computer Science, vol 5192. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-87605-2_23
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DOI: https://doi.org/10.1007/978-3-540-87605-2_23
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