Abstract:

This contribution examines the role of learning of the group meant as teaching strategy in learning processes supported by new technologies.
It will be a case study conducted at the Faculty of Education of the University of Foggia, which has used collaborative learning as a teaching methodology, within an experimental e-learning activity.
The course of study "Information Technology and e-learning" (9 ECTS) has allowed students to bring skills acquired during the course and to do at the end of the course, a project work in groups.
In particular, the role of teacher is analyzed in this context: the skills required to complete the web based collaborative learning, the methodology used, the style of communication and the role of the tutor, taken by myself, understood as learning support and as such, designated to build a learning environment where students can work together and help each other to learn how to use a variety of tools and information resources in pursuit of common goals for learning and problem solving activities.
With this methodology, the student is responsible for his learning (generative, that means active and independent, anchored in real problems, cooperative), while the teacher assumes the role of consultant, assistant and guide.
The article describes the different theoretical approaches related to collaborative learning and the tools used in its implementation.
Research areas allowing the work team like the CSCW (Computer Supported Cooperative Work, assisted by the cooperative work computer), tools (chat, forums, software, 3D simulation, VR, the blocks for DBMS data collection, set of construction such as the mechanical, Lego, Logo, KidPix, Junior Amico, hypermedia authoring programs, Task managers etc..), the teaching methods (role playing, learning problems, case study, discussion) have been appointed.

Keywords:

collaboration, technology, didactics.