Abstract
It’s no surprise to educators that collaborative learning offers a deeper level of classroom engagement, enhances critical thinking, and improves retention of information. Research consistently supports those claims (Gokhale, 1995; Johnson & Johnson, 1986; Totten, Sills, Digby, & Russ, 1991). Online tools can offer a way to enable such collaborative learning and reap those benefits. In particular, real-time, multi-user, content sharing and/or editing tools make possible group critiques of media-rich content, potentially lower barriers for participation in group problem-solving exercises, and create a unique environment for continuous self-assessment and peer learning. A careful examination of how two of these web-based tools (Piratepad and Padlet) have been used in collaborative in-person activities in conjunction with a student survey on pedagogical effectiveness provide valuable takeaway lessons for understanding best practices (and remaining challenges) in integrating technology in the classroom for communication educators.
Recommended Citation
Chun, Russell S. 6932423
(2020)
"Using Online Sharing and Editing Tools for Classroom Collaborative Learning in Multimedia Journalism Education,"
Proceedings of the New York State Communication Association: Vol. 2016, Article 1.
Available at:
https://docs.rwu.edu/nyscaproceedings/vol2016/iss1/1
Included in
Communication Technology and New Media Commons, Curriculum and Instruction Commons, Journalism Studies Commons