In the last 20 years the development of new technological tools, and the increasing need for life-long learning, led to a growing attention to online education, i.e., e-learning activities. Information and Communication Technology (ICT) in education have become more and more a field of interest both for scholars and practitioners involved in learning activities. Globally, this phenomenon has attracted a rapidly growing amount of research facing up technology-supported learning from different theoretical perspectives (for a review: Larreamendy-Joerns & Leinhardt, 2006; Resta & Laferrière, 2007). Today there is a general agreement on the role of ICT to improve learning and as necessary instrument for adapting education and training systems to the knowledge society. As a matter of fact, ICT for learning has the potential to transform the learning and teaching processes and offer innovative and alternative ways of education and training next and together with more traditional schooling. However, even if institutions have been ICT-equipped and teachers and trainers ICT-trained, ICT has not yet transformed teaching and learning as it has transformed processes in other key sectors such as enterprise or public services (see: Progress towards the Lisbon Objectives in Education and Training - 2008 Report). To exploit the potential of ICT in education and training, innovative educational approaches and strategies are needed. Starting from the results of a European project entitled “Social networks and knowledge construction promotion in e-learning contexts”, collaborative learning will be presented as one of the most promising learning strategy in order to foster knowledge acquisition in learners. Finally, practical guidelines concerning educational practices in e-learning context will be presented.

Knowledge Construction in E-Learning Context.

MATTEUCCI, MARIA CRISTINA;TOMASETTO, CARLO;MAZZONI, ELVIS;GAFFURI, PIETRO;SELLERI, PATRIZIA;CARUGATI, FELICE
2011

Abstract

In the last 20 years the development of new technological tools, and the increasing need for life-long learning, led to a growing attention to online education, i.e., e-learning activities. Information and Communication Technology (ICT) in education have become more and more a field of interest both for scholars and practitioners involved in learning activities. Globally, this phenomenon has attracted a rapidly growing amount of research facing up technology-supported learning from different theoretical perspectives (for a review: Larreamendy-Joerns & Leinhardt, 2006; Resta & Laferrière, 2007). Today there is a general agreement on the role of ICT to improve learning and as necessary instrument for adapting education and training systems to the knowledge society. As a matter of fact, ICT for learning has the potential to transform the learning and teaching processes and offer innovative and alternative ways of education and training next and together with more traditional schooling. However, even if institutions have been ICT-equipped and teachers and trainers ICT-trained, ICT has not yet transformed teaching and learning as it has transformed processes in other key sectors such as enterprise or public services (see: Progress towards the Lisbon Objectives in Education and Training - 2008 Report). To exploit the potential of ICT in education and training, innovative educational approaches and strategies are needed. Starting from the results of a European project entitled “Social networks and knowledge construction promotion in e-learning contexts”, collaborative learning will be presented as one of the most promising learning strategy in order to foster knowledge acquisition in learners. Finally, practical guidelines concerning educational practices in e-learning context will be presented.
2011
Progress in Education, volume 19
233
248
Matteucci M.C.; Tomasetto C.; Mazzoni E.; Gaffuri P.; Selleri P.; Carugati F.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/78499
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