Skip to main content
SpringerLink
Log in

Design Elements for a CSCL Environment in a Teacher Training Programme

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

In the design of a Telematic Learning Environment (TLE) in which student teachers learn collaboratively, we consider three clusters of design elements as important: the Telematic Work Environment, the guidance of the instructor and the task instruction. We will have a look at the way group and task behaviour, triggered by these design elements influence the collaborative outcomes. Experiments have revealed that the technical environment is not as important as we had expected beforehand. This research shows that the task instruction (pre-imposed structure, role taking and intrinsic motivation for the task) and the group process itself have far more impact on the online collaborative work of the student teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Cohen, E. G. (1994) Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35.

    Google Scholar 

  • Johnson, D. W. and Johnson, R. T. (1994) Learning together. In Handbook of Co-operative Learning Methods, S. Sharan (ed). Greenwood Press, Westport, CT, pp. 51–65.

    Google Scholar 

  • Kagan, S. (1994) Co-operative Learning. Moore Data Management Services, San Diego.

    Google Scholar 

  • Lockhorst, D. (1999) Summary of the interviews. Internal report. IVLOS/Utrecht University, Utrecht, The Netherlands.

    Google Scholar 

  • Lockhorst, D. (2000) Evaluatie Teleleren ICLON: Project Vuistregels. (Evaluation Telelearning at ICLON: Project Rules of Thumb.) IVLOS/Utrecht University, Utrecht, The Netherlands.

    Google Scholar 

  • McIntyre, S. R. and Tlusty, R. H. (1995) Computer-mediated discourse: Electronic dialogue journaling and reflective practice. Paper presented at the AERA, San Fransisco.

  • Miller, N. and Harrington, H. J. (1992) Social categorization and intergroup acceptance: Principles for the design and development of cooperative learning teams. In Interaction in Cooperative groups, the Theoretical Anatomy of Group Learning, R. Hertz-Lazarowitz and N. Miller (eds). Cambridge University Press, Cambridge, pp. 203–225.

    Google Scholar 

  • Strom, R. and Strom, P. (1996) Student evaluation of social skills. Journal of Instructional Psychology, 23(2), 111–117.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute of Education, Utrecht University, PO Box 80127, 3508 TC, Utrecht, The Netherlands

    Ditte Lockhorst, Wilfried Admiraal & Albert Pilot

  2. Faculty of Technology, Policy and Managment, Delft University of Technology, Jaffalaan 5, 2628 BX, Delft, The Netherlands

    Wim Veen

Authors
  1. Ditte Lockhorst
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wilfried Admiraal
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Albert Pilot
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Wim Veen
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Lockhorst, D., Admiraal, W., Pilot, A. et al. Design Elements for a CSCL Environment in a Teacher Training Programme. Education and Information Technologies 7, 377–384 (2002). https://doi.org/10.1023/A:1020973823969

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1020973823969

Search

Navigation