Web-based Cases in Teaching and Learning – the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

“…Finally, in team 6 three autonomous learners contributed less than ten messages, while one controloriented learner contributed 74 messages. In other words, both individual differences (Nagel et al, 2009) and team dynamics (Hernandez Nanclares et al, 2012;Järvelä & Häkkinen, 2002;Järvelä et al, 2008) seem to influence how learners in online settings co-construct knowledge together.…”

“…In order to better understand why drop-out rates in CMC are substantial (Nagel, Blignaut, & Cronjé, 2009;Rovai, 2003), and how teachers can design learning environments that continuously motivate learners to actively engage with the task (Järvelä & Häkkinen, 2002;Kirschner, Strijbos, Kreijns, & Beers, 2004;Liu et al, 2011;Nagel et al, 2009), we argue that it is important to understand the complex learning dynamics that occur in CMC and how the degree of self-determination influences behaviour of learners and teams in online settings.…”

“…By bringing together three (separate) research disciplines of motivational science (Järvelä et al, 2011;Ryan & Deci, 2000), CMC for education (Järvelä & Häkkinen, 2002;Luppicini, 2007;Martens et al, 2004), and social network science (Barabási & Albert, 1999;Garton, Haythornthwaite, & Wellman, 1997), we aim to provide a more comprehensive understanding about why participation and contribution to communication in online courses and distance education settings is often unevenly distributed over the participants and teams. Finally, we will address how teachers can improve their instructional design to facilitate learners with different motivational profiles.…”

Epistemic cooperation scripts in online learning environments: fostering learning by reducing uncertainty in discourse?

“…People participating in online learning courses often do not know each other and are unsure how to act in these learning environments. In initial interaction situations there is some degree of uncertainty (Berger & Bradac, 1985;Berger & Calabrese, 1975), and online, often physically distanced learning environments lack immediate feedback and non-verbal cues, which might further increase uncertainty (e.g., Järvelä & Häkkinen, 2002;Roschelle & Pea, 1999).…”

“…People participating in online learning courses often do not know each other and are unsure how to act in these learning environments. In initial interaction situations there is some degree of uncertainty (Berger & Bradac, 1985;Berger & Calabrese, 1975), and online, often physically distanced learning environments lack immediate feedback and non-verbal cues, which might further increase uncertainty (e.g., Järvelä & Häkkinen, 2002;Roschelle & Pea, 1999).Uncertainty can appear at two different levels: at the socio-emotional level and at the epistemic level (Mäkitalo, Pöysä, & Häkkinen, 2003). At the socio-emotional level uncertainty can occur, for example, when participants do not get immediate feedback on how others are reacting to their messages, whether they agree or disagree with one's suggestions and how they will organize their joint work.…”