Bridging distance between actual and potential development: a case of using ICT mediated consultation tool

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dc.contributor.authorNg'ambi, Dicken_ZA
dc.contributor.authorGoodman, Sukien_ZA
dc.date.accessioned2014-11-29T17:42:03Z
dc.date.available2014-11-29T17:42:03Z
dc.date.issued2009en_ZA
dc.description.abstractIt is an ongoing challenge in higher education context to design appropriate learning tasks for students that balances the diversity in student knowledge and variable skills with student's potential to learn under guidance. Obtaining feedback from students on what they know is made more complicated when students are passive during learning activities. In this paper we report on a project that ran over 2 years in which 67 students (28 in 2005; 39 in 2006) from culturally diverse socio-historical backgrounds used an anonymous knowledge sharing tool, the dynamic frequently asked questions (DFAQ) to engage with authentic learning tasks in an Organisational Learning Module. The module was part of the Organisational Psychology honours degree programme at a higher learning institution. The students used the DFAQ tool to consult with both peers and faculty staff. DFAQ is a special purpose web-based tool with a Short Message Services (SMS) interface. A thematic analysis was conducted on students' experiences gathered from focus group discussions. Artefacts from DFAQ are also analysed. The paper reports that DFAQ mediated the educator's access to the students' level of understanding and the potential to learn under guidance. The DFAQ tool therefore allowed the educator to provide students with appropriate guidance that met individual students' knowledge gaps. The paper concludes that DFAQ mediated access to the gap between actual and potential development, stimulated knowledge sharing, peer learning and impacted on pedagogical designs of learning tasks.en_ZA
dc.identifier.apacitationNg'ambi, D., & Goodman, S. (2009). Bridging distance between actual and potential development: a case of using ICT mediated consultation tool. <i>Education and Information Technologies</i>, http://hdl.handle.net/11427/9857en_ZA
dc.identifier.chicagocitationNg'ambi, Dick, and Suki Goodman "Bridging distance between actual and potential development: a case of using ICT mediated consultation tool." <i>Education and Information Technologies</i> (2009) http://hdl.handle.net/11427/9857en_ZA
dc.identifier.citationNg'ambi, D., Goodman, S. 2009. Bridging distance between actual and potential development: a case of using ICT mediated consultation tool. Education and Information Technologies.en_ZA
dc.identifier.issn1573-7608en_ZA
dc.identifier.ris TY - Journal Article AU - Ng'ambi, Dick AU - Goodman, Suki AB - It is an ongoing challenge in higher education context to design appropriate learning tasks for students that balances the diversity in student knowledge and variable skills with student's potential to learn under guidance. Obtaining feedback from students on what they know is made more complicated when students are passive during learning activities. In this paper we report on a project that ran over 2 years in which 67 students (28 in 2005; 39 in 2006) from culturally diverse socio-historical backgrounds used an anonymous knowledge sharing tool, the dynamic frequently asked questions (DFAQ) to engage with authentic learning tasks in an Organisational Learning Module. The module was part of the Organisational Psychology honours degree programme at a higher learning institution. The students used the DFAQ tool to consult with both peers and faculty staff. DFAQ is a special purpose web-based tool with a Short Message Services (SMS) interface. A thematic analysis was conducted on students' experiences gathered from focus group discussions. Artefacts from DFAQ are also analysed. The paper reports that DFAQ mediated the educator's access to the students' level of understanding and the potential to learn under guidance. The DFAQ tool therefore allowed the educator to provide students with appropriate guidance that met individual students' knowledge gaps. The paper concludes that DFAQ mediated access to the gap between actual and potential development, stimulated knowledge sharing, peer learning and impacted on pedagogical designs of learning tasks. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Education and Information Technologies KW - knowledge sharing tool KW - mediating learning gaps KW - anonymous consultation KW - DFAQ LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1573-7608 T1 - Bridging distance between actual and potential development: a case of using ICT mediated consultation tool TI - Bridging distance between actual and potential development: a case of using ICT mediated consultation tool UR - http://hdl.handle.net/11427/9857 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9857
dc.identifier.vancouvercitationNg'ambi D, Goodman S. Bridging distance between actual and potential development: a case of using ICT mediated consultation tool. Education and Information Technologies. 2009; http://hdl.handle.net/11427/9857.en_ZA
dc.language.isoengen_ZA
dc.publisherSpringeren_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceEducation and Information Technologiesen_ZA
dc.source.urihttp://link.springer.com/article/10.1007/s10639-008-9074-8en_ZA
dc.subjectknowledge sharing toolen_ZA
dc.subjectmediating learning gapsen_ZA
dc.subjectanonymous consultationen_ZA
dc.subjectDFAQen_ZA
dc.titleBridging distance between actual and potential development: a case of using ICT mediated consultation toolen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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