Özet:
The study used a phenomenological approach guided by principles of the
grounded theory approach to assess the impact of the Global Teenager learning
circle on the educational life of students at Mucheke High School, in Zimbabwe.
Since in grounded theory, ‘theory comes from the data, the study explored, from
students’ point of view, how the integration of tele-collaborative learning projects
can effectively promote new paradigms in classroom teaching and learning. The
study offers guidelines for the effective implementation of this novel approach to
the learning process, and discusses its wider implementations. The findings
provide some advice to teachers wishing to attempt this instructional design
strategy in their teaching. Although the findings are limited due to the small
number of respondents, some of the findings are confirmed in the existing
literature as well as contribute new findings to help expand the literature.
