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Blended Collaborative Cloud Learning: Foundations and Practice

Author Christophe Meudec
Abstract TeachingComputerScience,thefastestevolvingcontemporarytechnology,inacareerfocusedthirdlevelinstitution,toincreasinglydiverseandlargergroupsofstudentswith fewer resources while attempting to address the serious, universal, longstanding and apparently intrinsic, educational concerns associated with teaching Computer Science, a field sometimes described as 'asocial', is a challenge. As robust correlation between high levels of student engagement, a concept based on the social constructivist theory of learning, and positive academic achievement has been established in many studies since the mid-90s, increasing student engagement in Computer Science courses is deemed imperative, urgent and particularly challenging. We report on a case studyspanning four years and involving133 students on the use of a Web 2.0 suite of cloud-based office tool, Google Docs, to deliver a blended, collaborative,cloud-basedapproachtolearning.Theworkexplainshowconstructivism can be reinforced within a modern, blended, learning environment. Key statistical findings include how the use of the commenting facility within Google Docs deployed
Keywords Third Level Education, Engagement, Blended Learning, Web 2.0, Social Constructivism
Published In ICEP Proceedings
Year 2016
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