Learning through Discussion and Dialogue in Computer Supported Collaborative Networks
Elsebeth Korsgaard Sorensen, Aalborg Univ., Denmark ; Gene Takle, Iowa State Univ., United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We have analyzed data from two courses designed to promote collaborative online learning. Ongoing assessment (self, group, instructor) that actively engages students within the course (as opposed to instructor assessment at the end) is a central feature for achieving collaborative knowledge building in online dialog. Careful articulation and deployment of assessment criteria is a design feature that promotes meta-awareness, which, in turn, together with student-centeredness and operationalization of student experiences in the design of the curriculium, enhances student participation, motivation and ownership in the dialog. From eight years of experience with online dialog and two quite different implementations we offer a set of design principles, having a sound theoretical basis, that enhance the quality and quantity of online knowledge building. Our analysis suggests that the characteristics of the discussion threads emerging under these design criteria give evidence of true collaborative learning.
Sorensen, E.K. & Takle, G. (2003). Learning through Discussion and Dialogue in Computer Supported Collaborative Networks. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2504-2510). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).
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Karin Tweddell Levinsen
Electronic Journal of e-Learning Vol. 4, No. 1 () pp. 41–48
Elsebeth Korsgaard Sorensen, Aalborg University, Dept. of Communication, Denmark; Eugene S. Takle, Iowa State University, Dept. of Agronomy and Department of Geological and Atmospheric Sciences, United States
EdMedia + Innovate Learning 2004 (2004) pp. 2739–2745
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