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The Role of Learning AssignmentsÕ Characteristics in Promoting Online Collaborative Dialogs
PROCEEDINGS

, Tel-Aviv University, Israel

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study aims to explore whether different learning assignments by their defining characteristics (e.g., the demand for either analysis or reflection, the explicit or implicit demand for discussion) foster the evolvement of collaborative dialogs in asynchronous learning discussion groups. Three research questions were addressed: (1) Does the type of assignment -analytic versus reflective- affect the intensity of collaborative participation in the discussion? (2) Does the level of explicitness of the requirement to collaborate Ðexplicit versus implicit- affect the intensity of collaborative participation in the discussion? (3) Does the type of assignment affect collaborative interaction as regards to the content and social dimensions of the dialog? Main results indicate that: more collaborative performance took place in analytical assignments; explicit request for collaboration is more needed in reflective assignments; more collaborative performance was observed regarding to content rather than to social related issues.

Citation

Oren, A. (2004). The Role of Learning AssignmentsÕ Characteristics in Promoting Online Collaborative Dialogs. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2699-2705). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2019 from .

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