The challenges of pedagogical design and implementation of web-based collaborative learning: a case study at Cape Peninsula university of Technology

Abstract

The modern pedagogical practices, evidently influenced by Seven principles of good practice, address the ―teacher's how, not the subject-matter what‖ (Chickering & Gamson, 1987). This paper reports, but not limited, on challenges faced by lecturers when designing and implementing web based collaborative learning environment for first year students. The case study investigated patterns that emerge when a lecturer design and subsequent implementation of web based collaborative learning environment at a university of technology. The unit of analysis was the case, and the instruments used were questionnaires, group interviews, observation, pre and post focus groups as well as anecdotal entries. Not only students in this university are unfamiliar with web based learning but lecturers are also faced with the challenges of changing their traditional ways of designing teaching. It is for the same reason this paper includes and discusses results of survey previously conducted on university Information and Communication Technology (ICT) usage. Based on socio-cultural approaches, collaborative learning affords students active engagement in information (ideas) sharing, problem solving and new knowledge development. The study employed mixed qualitative and quantitative approach. The pedagogical approach incorporated into the case study was based on the model of Progressive Inquiry (Hakkarainen, 2003). The role of e-learning content in such educational setting is also discussed. The findings offer insights about instructional design thinking and the importance of creating a learning environment that integrates ICTs, learners‘ backgrounds, courseware, and most importantly, pedagogic considerations in the process of increasing knowledge levels.