J. Barojas and J.S. Vázquez (Mexico)
case study, e-learning, learning community, collaborative learning
What teachers do when they behave as architects of knowledge and promote e-learning in order to create learning communities of students is firstly considered. Then a research project aiming at understanding the kind of physics problems that can be faced and solved through e-learning by a community of high school girls is discussed. Finally, some closing remarks are made on the roles of teachers as catalysts of learning communities.
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