Collaboration in the Corridor: A Qualitative Framework for Creating a Virtual Community of Learners
Robert Sanders, University of Cincinnati, 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
This paper uses Symbolic Interactionism as a lens to explore the interactions between students who collaborated with a city planning organization and other agencies to propose solutions for a traffic problem. The research question was, How is collaboration accomplished in an electronic mediated environment? Using qualitative methodology, a description was developed of how the actors interacted and collaborated and how community and culture formed from these collaborations. The level of interaction and the extent to which students collaborated was determined in a large part by the teacher. The more the teacher shared in the vision of the project, the more his or her students believed in that vision. The quality of the students' subsequent interactions led to collaboration and a sense of belonging to a project culture and the community from which it emerged.
Sanders, R. (2003). Collaboration in the Corridor: A Qualitative Framework for Creating a Virtual Community of Learners. 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. 2488-2491). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).