Abstract:
Connection to the Internet is a major priority for NSW government schools,
with the expectation that students will increasingly participate in online
teaming activities. 'Online projects' have emerged as a new learning form,
building on non-computer problem-based learning approaches. They aim to
create learning environments that are student-centred and interdisciplinary,
'where students engage in longer-term, complex assignments linked to the
world outside school and that capitalise on the information and
communications facilities of the Internet.
Recent studies of online learning projects have been characterised by an
'overview' approach, mapping the occurrence and nature of projects or
documenting individual cases. with an emphasis on implementation issues for
teachers and suggestions for their successful operation. The benefits of
participation are often celebrated, with little evidence of actual learning
outcomes for students.
This paper identifies the claims of project providers and advocates. It draws
on a study of four very different online projects, implemented in schools in
NSW, where the purported benefits were explored through in-depth case
studies, using multi-faceted sources ofdata. Some initial findings of the study
are presented, highlighting the experiences and learning of students, with
implications for project design and provision.
