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A framework for evaluating the effectiveness of technology enabled collaborative learning

Author

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  • Doyle, Cathal

    (Victoria University of Wellington)

  • Nagle, Tadhg

Abstract

It has been demonstrated that technology enabled collaborative learning leads to positive effects on knowledge gain, skill acquisition, and student perceptions. Thus, it’s unsurprising that instructors are adopting these collaborative technologies into their learning environments. However, the collaborative learning field lacks a framework to unite the domain’s diverse tools and theories to support better design and implementation of such environments. This study builds the Technology Enable Collaborative Learning Evaluation (TECLE) framework, which offers instructors a tool to make informed decisions on whether or not the adoption of a collaborative technology will be (or has been) beneficial to their learners. Using a DSR methodology the framework was built over 9 iterations, incorporating a literature review as well as 6 field experiments in which 6 separate technology supported learning environments were developed. The results are a novel framework, as well as insights into technology supported learning environments and the DSR methodology.

Suggested Citation

  • Doyle, Cathal & Nagle, Tadhg, 2019. "A framework for evaluating the effectiveness of technology enabled collaborative learning," OSF Preprints 6hq5j_v1, Center for Open Science.
    • Handle: RePEc:osf:osfxxx:6hq5j_v1
    DOI: 10.31219/osf.io/6hq5j_v1
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    References listed on IDEAS

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    1. Xiaohua Zeng & Liyuan Wei, 2013. "Social Ties and User Content Generation: Evidence from Flickr," Information Systems Research, INFORMS, vol. 24(1), pages 71-87, March.
    2. Julia Kotlarsky & Ilan Oshri, 2005. "Social ties, knowledge sharing and successful collaboration in globally distributed system development projects," European Journal of Information Systems, Taylor & Francis Journals, vol. 14(1), pages 37-48, March.
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