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Scott, Peter; Castaneda, Linda; Quick, Kevin and Linney, Jon
(2009).
DOI: https://doi.org/10.1080/10494820701794730
Abstract
This paper reports on a naturalistic study of peer-to-peer learning, in a live, online video meeting context. Over a six-month period a group of international students of animation attended 99 live, online “study group” events amounting to around 120 hours of live “broadcast meeting time”. Some meetings were very large, with up to 34 participants, but the average participation was 10 students. These events were entirely self-organised, policed and managed by the student community. Some students emerged as natural mentors, and the group exhibited substantial supportive, mutually facilitative roles. This longitudinal study examines the impact of simple, live videoconferencing in an online peer learning context. The study also provides a formal measure of how learners can provide “symmetrical” support for each other in a live non-formal context, even without a formal scaffold of lectures and seminars.
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About
- Item ORO ID
- 25147
- Item Type
- Journal Item
- ISSN
- 1744-5191
- Keywords
- scaffolding; adult learning; computer-mediated communication; distance education and telelearning; lifelong learning
- Academic Unit or School
-
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM) - Research Group
- Centre for Research in Computing (CRC)
- Copyright Holders
- © 2009 Routledge
- Related URLs
- Depositing User
- Kay Dave