Individual Students’ Interpretations of Their Contribution to the Computer-Mediated Discussions
Piritta Leinonen, Sanna Järvelä, University of Oulu, Finland
Journal of Interactive Learning Research Volume 14, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The aim of this study was to investigate individual students' own interpretations of his or hers contribution to the computer- mediated discussions. The subjects of the study were 20 upper elementary students between the age of 15 and 16, who participated in Computer Supported Collaborative Learning (CSCL) inquiry in literature. The technological infrastructure of the pedagogical context was provided by the networked learning environment known as Knowledge Forum. A questionnaire following the principles of the Experience- Sampling Method (ESM) was developed to clarify each individual student's interpretations of the collaborative knowledge construction processes. In addition to these ESMbased questionnaires, another source of data was the students' written computer notes. The results show how individual students interpret their contribution to the collaborative knowledge construction, and how their contribution activity to the networked discussions followed these interpretations. Four types of students were highlighted to represent differences in students' contributions to the computer-mediated discussions: (a) an active contributor, (b) a nonactive contributor, (c) a central comment receiver and (d) an isolated student.
Leinonen, P. & Järvelä, S. (2003). Individual Students’ Interpretations of Their Contribution to the Computer-Mediated Discussions. Journal of Interactive Learning Research, 14(1), 99-122. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Dave S. Knowlton, Southern Illinois University Edwardsville, United States
Journal of Interactive Learning Research Vol. 16, No. 2 (April 2005) pp. 155–177
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