Online collaboration and cooperation : the recurring importance of evidence, rationale and viability

This paper investigates collaboration in teaching and learning and draws out implications for the promotion of collaboration within online environments. It is divided into four sections. First the case for collaboration, including specifically cooperative approaches, is explored. This case revolves around the impact of collaboration on the quality of learning and on learning outcomes. Collaboration is seen as constrained by context but, if structured and rewarded, it will bring important motivational and cognitive benefits. Next, the case for online collaboration is examined. This is based on longstanding arguments about the benefits of working together albeit in an environment which offers greater reach; a mix of media; and archives of interaction. The third section of the paper compares perspectives on online collaboration with a longer tradition of research into collaboration in general; it critiques the idea that online mediation offers a paradigm change in teaching and learning. The fourth section of the paper considers future directions for promoting online collaboration

Issues in developing programmes to support teachers of philology in using ICT in Greek schools : a case study

This paper reports on a case study of an in-service teacher-training programme for Greek philology teachers, from 2002 to 2003, which was designed to develop the use of information and communications technologies in their teaching. It draws on questionnaires and interviews with 34 teachers who took part in the training. In addition, the three trainers who led the sessions, 10 head teachers from the schools in which the teachers worked and three programme designers were also interviewed. A holistic picture of the programme was formed by comparing and contrasting the views of different "stakeholders" in the programme. It was found that the programme had some impact on developing teachers' information technology skills and knowledge of information and communications technologies as a curricular tool, but the programme had very limited impact on classroom practice. The reasons for this lack of impact included curriculum constraints, lack of time, lack of support and inadequate access to technology. The programme is discussed in the context of the structural difficulties in promoting change in highly centralised educational systems. (Contains 2 figures and 1 table.