The effectiveness of collaboration in interdisciplinary LMS
At the heart of collaborative forms of learning are constructivist ideas about the learning process. Essentially, constructivists posit that students generate knowledge and meaning through an interaction between their experiences and their cognitive systems (Woolfolk, 2001). By reflecting on those experiences, students construct an approximation of the world. There is no one constructivist theory of learning, but rather, a raft of learning theories that are united in the view that learning occurs in the
interaction between cognition and sensory experience. Social constructivists consider an additional dimension – how learning occurs through social interaction, tool use, and activity (Woolfolk, 2001).

Learner-Oriented Environments
In digital ICT's collaborative potentials, learning is seen as a search for meaning. Learning starts with the learner: that is, it is learner-centered –involving processes through which students are actively and collaboratively constructing meaning. In this way, the learning process is open to interdisciplinary modes of knowledge construction. Teachers focus on making connections between facts and fostering new understanding by scaffolding new ideas and concepts extending the schema.

Based on the LMS-based interdisciplinary learning framework (Figure 1), students' perceptions and experiences can be categorized into three sections: (1) individual students' learning experiences and self-study in the platform; (2) their experiences of interaction collaboration and communication via communication tools; and (3) their perceived participation types and frequencies.

The module/course structure could be characterized as being task-oriented, participation-driven, and collaborative.

	Erstellt von Melissa Perry vor etwa 11 Jahre

Masters Degree Intro to Ed. Technology (LMS (Learning Management Systems)) Notiz am Introduction to LMS, erstellt von Melissa Perry am 29/08/2015.