Constructivism and collaboration on the Internet: Case study of a graduate class experience

Yakimovicz, Ann D.; Murphy, Karen L.

doi:10.1016/0360-1315(95)00015-e

Cited by 63 publications

(25 citation statements)

References 1 publication

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“…Table 3 identifies the critical tasks that face moderators and participants in student-moderated CCs. (Harasim 1990;Harasim et al 1995;Mason and Kaye 1989;Yakimovicz and Murphy 1995). While the observed collaboration between co-moderators and participants was not as extensive as we had expected, the collaboration among the conference participants themselves was much greater than expected.…”

Section: Conclusion and Recommendationsmentioning

confidence: 46%

Students assume the mantle of moderating computer conferences: A case study

Murphy

Cıfuentes

Yakimovicz

et al. 1996

American Journal of Distance Education

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The article presents an analysis of six semester-long computer conferences moderated by university students to discover how students perceived and used the conferences. The two purposes of the conferences were to provide a meaningful, authentic context for preservice teachers to learn about technology and collaborative learning and to provide an opportunity for graduate students to learn to moderate computer conferences in an authentic context. A qualitative analysis of the conference data yielded the following findings: 1) student moderator roles reflect the influence of both instruction and personal communication styles, and 2) participants adopted behaviors that fostered communication in a text-based environment and led to positive attitudes about computer conferencing. We conclude by identifying the critical tasks of moderators and participants in student-moderated computer conferences.

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Section: Conclusion and Recommendationsmentioning

confidence: 46%

Students assume the mantle of moderating computer conferences: A case study

Murphy

Cıfuentes

Yakimovicz

et al. 1996

American Journal of Distance Education

Self Cite

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show abstract

“…(1998, p. 397) From a catalogue of similar quotations, we selected this one from Marttunen because of his sustained program of research in this area (Marttunen, 1998;Marttunen & Laurinen, 2002). His results are not unique (Bonk & Cunningham, 1998;Bullen, 1999;Davis & Rouzie, 2002;De Laat, 2001;Gunawardena et al, 2001;Jeong, 2004;Lopez-Islas, 2001;McLaughlin & Luca, 2000;Pena-Shaff et al, 2001;Pena-Shaff & Nicholls, 2004;Rovai & Barnum, 2003;Thomas, 2002;Wilson, Varnhagen, Krupa, Kasprzak, Hunting, & Taylor, 2003;Yakimovicz & Murphy, 1995).…”

Section: Literature Reviewmentioning

confidence: 90%

Barriers to online critical discourse

Rourke

Kanuka

2007

Computer Supported Learning

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This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.e., critical discourse, in online forums. The case is the computer conference of a 15-week, graduate-level humanities course offered entirely at a distance. Twelve students, all with families and careers, were enrolled in the course. We read all messages as they were posted and interviewed five of the students several times during the course. The students provided three insights into our interpretation that the forums contained little critical discourse: (1) The students did not orient to the conference as a forum for critical discourse, and worse, they had competing orientations; (2) they perceived critiques as personal attacks; and (3) they realized early on that critical discourse was a bothersome means to obtain their participation marks. Certain practices may ease some of these difficulties, including (1) well-structured learning activities with clearly defined roles for teachers and students, and (2) a method of assessing students' participation that reflects the time and effort required to engage in critical discourse.

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“…These online platforms are structured for synchronous and asynchronous conversations, email messaging, posting of course documents and links, creating student homepages, and instructor management tools. Several studies (Glenn, 2001;Jonassen et al, 1995;Smith, Smith & Boone, 2000;Yakimovicz & Murphy, 1995) report that online discussions offer learners and instructors opportunities to collaborate in new and different ways. Yakimovicz and Murphy (1995) state that computer supported collaborative work can be "constructivism at a distance" (p. 14).…”

Section: Positive Aspects Of Teaching Onlinementioning

confidence: 98%