"It's like learning in 3D" : online project-based learning in NSW schools
- Publication Type:
- Thesis
- Issue Date:
- 2007
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Education in NSW reflects world-wide trends that promise changed practices through the use of
information and communication technologies (ICT), to assist students attain capabilities
expected of an educated population in contemporary society. Most recently, the use of the
Internet has become a major priority for NSW government schools, with the expectation that
students will increasingly participate in online learning activities. As educators grapple to find
evidence of changed practices and extended or enhanced learning experiences for students,
attention has turned to new forms of activity that have emerged within the online environment.
This thesis explores the implementation of online projects as one such emergent form. The
study focuses on the experiences of students and the practices of classes, with a view to asking
how the online projects reconstruct the learning environments and activities of classes, how they
contribute to the learning achievement of students and to the effective use of Internet
technologies in K-12 school settings. A collective case study approach was used to reveal
multiple views of online projects implemented in five NSW schools. Particular value is attached
to the viewpoints of students and to professional dialogues with teachers that contributed
insights into what was occurring in the classes and what was achieved as a result. Meanings
have been drawn from each case to build a better understanding of the phenomenon of online
projects as a whole.
The study draws on social constructivist and project-based theoretical perspectives, with their
widely accepted claims to benefits for students of authentic, learner-centred, participatory
learning. The thesis argues that online projects can stimulate and support learning activities that
produce these known benefits, while recognising constraints that exist in every-day classes. The
online projects present a disruptive force within classes, changing the nature of activities and
forcing a shift in the roles of both teachers and students, and of the technology itself, making it
subservient to the learning intentions.
Findings for students relate both to participation and learning effects. Strength of student
engagement and the value of authentic learning activities emerged as notable features of the
online project experience. Rather than accepting these claims as sufficient outcome of the
projects, this thesis identifies attributes that promote student engagement. It examines what
constitutes authentic activity for school students, especially younger ones, and how a sense of
authenticity is established in learning tasks. It particularly explores the contribution of online
presentation of the projects to the benefits and constraints identified.
The study has significant implications for education systems and teachers, and for the design
and implementation of online projects as part an effective online learning provision for schools.
In the highly conflicted area of investment in ICT and the search for purposeful learning uses of
the Internet, online projects present a teaching and learning approach that can deliver some of
the much-acclaimed potential – primarily because they promote changes in practice that are
concerned with much more than just the use of the technology.
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