The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.
Schmitz, A.P. and Foelsing, J. (2018), "Social Collaborative Learning Environments: A Means to Reconceptualise Leadership Education for Tomorrow’s Leaders and Universities?", Altmann, A., Ebersberger, B., Mössenlechner, C. and Wieser, D. (Ed.) The Disruptive Power of Online Education, Emerald Publishing Limited, Bingley, pp. 99-123. https://doi.org/10.1108/978-1-78754-325-620181007
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