Inquiry-based learning on the cloud

Mikroyannidis, A; Okada, A; Correa, A; Scott, P

Inquiry-based learning on the cloud

Mikroyannidis, A Okada, A Correa, A Scott, P

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Publication Type:: Chapter
Citation:: Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes, 2016, pp. 291 - 310
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Mikroyannidis, A	en_US
dc.contributor.author	Okada, A	en_US
dc.contributor.author	Correa, A	en_US
dc.contributor.author	Scott, P https://orcid.org/0000-0001-5944-9361	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes, 2016, pp. 291 - 310	en_US
dc.identifier.isbn	1466699248	en_US
dc.identifier.isbn	9781466699243	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122971
dc.description.abstract	© 2016 by IGI Global. All rights reserved. Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.	en_US
dc.relation.ispartof	Handbook of Research on Cloud-Based STEM Education for Improved Learning Outcomes	en_US
dc.relation.isbasedon	10.4018/978-1-4666-9924-3.ch019	en_US
dc.title	Inquiry-based learning on the cloud	en_US
dc.type	Chapter
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2016 by IGI Global. All rights reserved. Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122971