Examining synchronous tutoring in a virtual world

Authors:
Maria Beatrice Ligorio;Alessandra Talamo;Robert-Jan Simons
Affiliations:
University of Salerno (IT) -- Visiting Scholar University of Nijmegen (NL);University of Rome (IT);Utrecht University (NL)
Venue:
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Year:
2002

Citing 1
Cited 2

Integrating communication formats: synchronous versus asynchronous and text-based versus visual

Computers & Education

Content analysis: what are they talking about?

Computers & Education - Methodological issue in researching CSCL
Content analysis: What are they talking about?

Computers & Education - Methodological issue in researching CSCL

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Abstract

The role of the tutor within a virtual community assumes specific features. First of all, because the concept of community fosters certain processes, and second of all technical features of the virtual environments in which the community lives are taken in account. The community assumes as its central focus group organization and sharing common goals (Brown and Campione, 1990; Lave and Wenger, 1991). The context-situated learning is relevant and connected to the idea of "distributed" knowledge (Salomon, 1993). According to this perspective, the tutor should push participants towards a more central participation, should fosters the social interaction, and should support the "emigration" of the knowledge from one source and its "appropriation" by the others. This paper explores the tutors' on-line role in a learning environment called Euroland.