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Student Roles in Online Learning Communities: Navigating Threaded Discussions
PROCEEDINGS

, , University at Albany, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper discusses navigation strategies affecting the interactivity of a graduate level course's asynchronous online discussion with a focus on the development of a learning community and knowledge building. This qualitative analysis reports on an exploratory investigation of student interviews and observations while interacting with the online discussion board. Observations of graduate level students in education courses from the State University of New York Learning Network (SLN) in the 2001-02 academic year revealed that students were interacting with the content vicariously and that the integration of multiple perspectives facilitated the construction of knowledge both individually and communally. Routines for reading and responding to discussion board messages also suggest that first students negotiate through the threads created, then based on personal criteria interact directly or vicariously with the content of messages.

Citation

Swan, K. & Polhemus, L. (2002). Student Roles in Online Learning Communities: Navigating Threaded Discussions. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2039-2042). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2019 from .

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