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dc.contributor.authorBaskin, Colinen_US
dc.contributor.authorBarker, Michelleen_US
dc.contributor.authorWoods, Peteren_US
dc.date.accessioned2017-05-03T12:17:43Z
dc.date.available2017-05-03T12:17:43Z
dc.date.issued2005en_US
dc.date.modified2009-10-07T06:27:30Z
dc.identifier.issn0007-1013en_US
dc.identifier.doi10.1111/j.1467-8535.2005.00435.xen_AU
dc.identifier.urihttp://hdl.handle.net/10072/4638
dc.description.abstractIn moving towards what Lemke (1996) terms the 'interactive learning paradigm', higher education has adopted two key principles consistent with group learning technologies: 堬earning is always mediated by and occurs through language (Falk, 1997; Gee, 1997); and 堬earning is distributed across a range of other people, sites, objects, technologies and time (Gee, 1997). A third and relatively recent principle to emerge on the higher education scene that seems to 'contradict' accepted views of group learning technologies is that: 堭any universities now choose to offer 'learning resources' online. This paper asks whether Information and Communication Technologies (ICTs) are 'robust' enough to support, sustain and address industry, employer and government calls for greater attention to group skills development in university graduates. Data features an examination of respondent feedback (n=171) in an 'ICT-rich' group work setting, and the subsequent ratings of group skills development over a 13-week period. This discussion offers an account of learner outcomes by adopting Kirkpatrick's (1996) four levels of evaluation of learning as a classification scheme for determining learner satisfaction (Level One), the effectiveness of learning transfer (Level Two), its impact on practice (Level Three) and the appropriation of learning behaviours by participants (Level Four). The contrasting patterns of ICT use between female and male users in the data are discussed in relation to building social presence and producing social categories online. Differences reported here indicate that ICT group work is moving forward, but opportunities to challenge rather than reproduce.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherBlackwell Publishingen_US
dc.publisher.placeOxford, UKen_US
dc.publisher.urihttp://www3.interscience.wiley.com/journal/117984068/homeen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom19en_US
dc.relation.ispartofpageto31en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalBritish Journal of Educational Technologyen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode350299en_US
dc.titleWhen Group Work Leaves the Classroom Does Group Skills Development Also Go Out the Window?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Dept of Employment Relations and Human Resourcesen_US
gro.rights.copyrightCopyright 2005 Blackwell Publishing. The definitive version is available at [www.blackwell-synergy.com.]en_AU
gro.date.issued2005
gro.hasfulltextNo Full Text


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