Cooperative work supplemented by eGroups: learner perspectives
Faculty of Computing, Health and Science
School of Engineering
Online tools challenge and strengthen learning and teaching processes. 24-7 availability of teaching materials means educators need to continually identify what 'value added' students reap by attending class whereas access to online courses broadens learning horizons through distance education. Proliferation of software gadgets in learning management systems affects accessibility to, and delivery media for, course material. Evidence suggests that online tools help supplement face-to-face interaction for learners and instructors (learner-learner, learner-instructor). This puts the onus on resource administrators 'us teachers' to seek out and trial some of these tools. This study reports on basic ways by which communication between learners and instructors can be supported electronically in group-based cooperative work for on-campus units. Data from surveys, conducted at the end of the teaching semester, provides quantitative and qualitative insights into the usefulness learners perceive from having additional communication tools at their disposal.