Technology supported collaborative learning for higher education: comparative case studies in Tanzania

  • Authors:

  • Gert-Jan de Vreede;Rabson J. S. Mgaya

  • Affiliations:

  • Department of Information Systems & Quantitative Analysis, University of Nebraska at Omaha, Omaha, NE and Delft University of Technology, The Netherlands;Department of Computer Science, University of Dares Salaam, Tanzania

  • Venue:
  • Information Technology for Development - Collaboration for knowledge networking in development
  • Year:
  • 2006

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Abstract

To learn, a person has to be able to communicate effectively with others about the knowledge to be learned. Communication processes in classrooms can be supported by Group Support Systems (GSS), that enable students to communicate anonymously and in parallel. Group Support Systems experiences suggest that the technology increases observed learning, self-reported learning, on-task participation, and satisfaction with the learning experience. The authors discuss case studies from higher education in Tanzania. The particular benefit of GSS in this environment was threefold: First, it encouraged meaningful interaction among students and between students and teachers. Local culture normally hinders this. Second, it allowed all participants to discuss sensitive topics freely. Finally, it exposed students to collaborative technologies that are expected to play a pivotal role in (global) collaborative development activities. Clearly, the use of collaborative technologies enables the participation of a broader range of students.