Lev Vygotsky’s Social Development Theory challenges traditional teaching methods. This study offers empirical evidence that collaborative learning facilitates cognitive development over all traditional instructional strategies employed by tertiary instructors. Reciprocal teaching allows for the creation of a dialogue between the students and the teachers. This two-way infor mation largely becomes an instr uctional strategy that goes beyond the question - recitation type (Driscoll, 1994; Hausfather, 1996).
The structure of most colleges and universities does not reflect the changing landscape of multimedia learning. They have yet to discover how the integration of computer technology can tremendously increase opportunities for social interaction just as the social context for learning has transformed over time. Computer technology can become a cultural tool which students can use to mediate and internalize learning.
This study attempts to validate that Social Development Theory, when applied to Instructional Design, changes the learning contexts with the technology, specifically edublogs.