Meaningful interaction in web-based learning: A social constructivist interpretation

Woo, Younghee; Reeves, Thomas C.

doi:10.1016/j.iheduc.2006.10.005

Cited by 380 publications

(262 citation statements)

References 20 publications

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“…More recently, Woo and Reeves (2007) have summarised the main features of learning based on the social construction of knowledge which leads to meaningful learning in a web-based setting. Briefly, learning is an organic process of participation in activities to re-negotiate meaning with a group of others in an experiential fashion over time.…”

Section: Learning Theorymentioning

confidence: 99%

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Devlin

Lally

Sclater

et al. 2013

Interactive Learning Environments

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Devlin, A., Lally, V., Sclater, M., and Parussel, K. (2013) This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with 'co-presence' and 'immersion' and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.Keywords: Inter-Life; transition skills learning; 3-dimensional virtual learning environment; social constructivism IntroductionThe present study details a novel approach to life transition skills learning using Inter-Life, which is a novel technology enhanced, three-dimensional, immersive virtual learning environment. The Inter-Life research project is an interdisciplinary project funded by the EPSRC/ESRC Teaching and Learning Research Programme technology-enhanced learning (TEL) phase (http://www.tlrp.org/tel/) in the UK (Lally et al., 2009). Inter-Life is an immersive three-dimensional virtual world based on the Linden Lab Second Life TM platform but has been extensively modified and includes novel integrated automated data collection tools and private spaces for critical reflection . Since the potential of virtual worlds for learning is now being investigated (Bronack, Riedl, & Tashner, 2006;Dalgarno & Lee, 2010;Dede, 2009)

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Section: Learning Theorymentioning

confidence: 99%

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Devlin

Lally

Sclater

et al. 2013

Interactive Learning Environments

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show abstract

“…A challenge relates to the guidance required for learners to use the system to best advantage. The interactive nature of online learning allows learners to explore a variety of resources and establish connections with other knowledge domains that are meaningful to them (Woo & Reeves, 2007). However, meaningful interactions are unlikely to occur without the provision of an instructional design model that fosters the efficient pursuit of these resources and the productive forging of these connections.…”

Section: Computer-assisted Language Learning and E-learningmentioning

confidence: 99%

An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude

Shin¹,

Albers²

2015

TESL

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“…As the original literature review revealed, during a social experience, students can be "exposed to those who are more advanced in their thinking (4) ," thus, the simple exposure to thoughts other than one's own, whether more advanced or not, proved helpful. However, based upon the data collected, the peer-reviewed elements were not as socially aligned as expected.…”

Section: Discussionmentioning

confidence: 99%

“…When using constructivism, the overarching expectation is to provide a more meaningful learning experience based upon learner's self-exploration and construction of tools used during a learning activity; whereas, social constructivism focuses upon the "interdependence of social and individual processes in the co-construction of knowledge," (3) (p. 345). However, the social element is viewed as having more potential than individual selfexploration as students have the opportunity for exposure to those who are more advanced in their thinking (4) ; thus, through interpersonal relationships, student learning can evolve (5) .…”

Section: Social Constructivist Teaching Frameworkmentioning

confidence: 99%

“…While not without criticism in the literature due to the possible lack of realism in the theory's foundation (6) , the literature supports the utilization of a social constructivist framework for the implementation of selected in-class elements (7,(2)(3)(4) . Additionally, the framework supports a strong relation to the work of Vygotsky, who posited that social learning events better support cognitive development, and that social learning is a primary event over that of an individual exploration (8) .…”

Section: Social Constructivist Teaching Frameworkmentioning

confidence: 99%

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Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

Kappers¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This research paper describes the use of peer review to improve information literacy. Peer-reviewed assignments for learning have been seen favorably within the literature. The articulated benefits range from students feeling more engaged, having expressed less anxiety, or found to be better equipped to perform in unfamiliar areas outside their current learning environments. However, minimal research examines the benefits specifically for the feedback provider (reviewer) when a more modern tool, such as the Canvas Learning Management System (LMS) is used. During the fall 2015 semester, a study was conducted to examine the peer review process from the vantage point of the reviewer when mitigated by an LMS. Since peer review is seen as a social activity, this study is guided by a social constructivism teaching framework to investigate peer review activities for (a) linear relationships to that of a perceived social element inclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver of feedback, and (c) improvement in perceived information literacy. Additionally, this research examines Canvas attributes as identified by Sondergaard & Mulder (1) (2012) of (a) Automation, (b) Simplicity, (c) Customizability, and (d) Accessibility, which support statements from the literature that indicate a lack of investigation of more modern peer review tools. Survey results, both qualitative and quantitative, were analyzed across three different peer-reviewed assignments for this examination. Of the 91 respondents, representing a 32% response rate, descriptive analysis revealed themes ranging from Changes in Student Efforts to Valued New Perspectives; whereas, expected Active Learning and Social Benefits slightly contradicted the positive tone that was originally found in the thematic review. Overwhelming positive ratings were collected regarding the use of the LMS to support and implement a peer-reviewed assignment. Perceived affects upon the peer reviewer, and how these types of assignments can support the proposed ABET General Criterion 3 Student Outcomes and General Criterion 5 Curriculum currently under revision are discussed. Lastly, these data are represented for use as an evaluation baseline for future planned investigations and for other faculty and course developers, who are considering implementation of peer-reviewed activities within first-year program courses.

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Meaningful interaction in web-based learning: A social constructivist interpretation

Cited by 380 publications

References 20 publications

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

Inter-Life: a novel, three-dimensional, virtual learning environment for life transition skills learning

An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students’ English Language Achievement and Attitude

Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

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