The Web as a classroom resource: reactions from the users
Journal of the American Society for Information Science
From parallel play to meshed interaction: the evolution of the eSTEP system
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Constructive use of authoritative sources in science meaning making
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
Computers in Human Behavior
Newcomer integration and learning in technical support communities for open source software
Proceedings of the 17th ACM international conference on Supporting group work
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This study examined students' use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analyses showed that students accessed resources fairly frequently and benefited from them. Resources helped students construct a rich understanding of the problem and provided ideas for problem solutions. Detailed analyses of resource exploration along with contrasting case analyses between high-achieving and low-achieving student groups suggested that for learning to be effective in resource-rich environments, students first need to develop an understanding of the resources and learn how to access them efficiently. Second, students need to learn to process the contents of resources in meaningful ways so that they can integrate diverse resources to form a coherent understanding and apply them to solve problems. Finally, students need to develop knowledge and skills to use resources collaboratively, such as sharing and relating to each other's resources. The results indicated that students, especially low-achieving students, need guidance to use resources effectively in resource-rich learning environments.