Year: 2005
Type: article
Abstract: This paper discusses the challenges of developing modes of distance education that afford maximum freedom for learners—including the ability to enroll continuously and to pace one’s own learning—and yet still create opportunities to work cooperatively in learning communities with other students. To resolve these often conflicting priorities, a new genre of networked-based learning tools known as educational social software is defined, described and its attributes discussed. The paper concludes with a description of the design-based research work begun at Athabasca University using an instance of the ELGG open source, social software tool set. In this paper I overview the critical role of interaction and social presence in all forms of formal education, including those delivered at a distance. I then discuss definitions and features of a new genre of web-based tools known as educational social software. These tools have application for both on campus and off campus educational provision, but my focus is on distance education and specific use in self-paced, continuous enrolment courses. Finally, I briefly discuss the Open Source social software tool, ELGG, and our plans for deploying it with both cohort-based and selfpaced
Source: AUSpace (Athabasca University)
Author: Terry Anderson
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2728494866