In project-based learning scenarios within universities, students organize themselves independently, work out solutions for real world problems and realize them as products or concepts. They define and control their learning process actively. When digital learning platforms are used, like Social Learning Environments (SLE), the question of the didactic implication raises: How can a SLEs be used in every phase of a project appropriately? How can the equal use and the active social interaction by all project participants be encouraged and maintained? And finally how can the development of a Community of Inquiry within an SLE be supported? The research of this study was based on the Community of Inquiry Framework COI. According to this, the development of three presence influence and support an educational Community of Inquiry: the Teaching Presence, the Social Presence and the Cognitive Presence . The research was both qualitative, in the form of interviews with teachers and students, as well as quantitative by the formative use of the COI-questionnaire. The evaluation showed that the Community of Inquiry developed in the project affects the active participation of the students in the SLE. In the project developed, Teaching and Social Presence play a significant role. Based on the research results didactic implications for the use of SLEs in projects were formulated.
|Advisor:||Kerres , Michael|
|School:||Universitaet Duisburg-Essen (Germany)|
|Source:||DAI-C 81/1(E), Dissertation Abstracts International|
|Subjects:||Higher education, Social studies education, Educational sociology|
|Keywords:||Didactic implications, Project-based learning, Social learning environments, Higher education|
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