Home PublicationsJRTEPast IssuesVolume 31 Number 1

Edited by Diane McGrath, Kansas State University

formerly Journal of Research on Computing in Education

Using Collaborative Work Technology to Support Active Learning

Vicki C. Pappas
Indiana University Institute for the Study of Developmental Disabilities

Joyce Splann Krothe
Indiana University School of Nursing

Lorinda P. Adair
Hofstra University School of Business

Abstract

Reconsideration of traditional pedagogical approaches in college teaching has resulted in the employment of various active learning strategies to foster critical thinking and collaborative decision making. One response has been to incorporate technology into teaching, most often computer-assisted instruction. However, this does not address the collaborative aspects of learning. This article describes an alternative instructional model, one that uses a group decision support system (GDSS) to support the development of collaborative skills as well as active learning and critical thinking. Analysis of qualitative student evaluative data across six iterations of the model identified issues related to the benefits and limitations of the use of GDSS for classroom instruction.

Contributors

Vicki C. Pappas, PhD, is director of the Center for Planning and Policy Studies at Indiana University's Institute for the Study of Developmental Disabilities. Her responsibilities also include leadership of the collaborative work lab. Her research interests include qualitative studies in disability policy issues and interagency collaboration. Joyce Splann Krothe, PhD, is assistant professor and director, Bloomington Campus, Indiana University School of Nursing. She is a member of the Department of Environments for Health and is responsible for teaching the community health nursing clinical course. Her research interests include qualitative studies related to community-based health care, health policy, and nursing curricular issues. Lorinda P. Adair, MS, is an accounting instructor at the Zarb School of Business at Hofstra University. She is completing her doctoral degree in accounting in Indiana University's School of Business. Her research interests include group decision making and accounting information systems. (Address: Dr. Vicki C. Pappas, Indiana University, Institute for the Study of Developmental Disabilities, 2853 East Tenth St., Bloomington, IN 47408.)

A PDF file of the full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name.