Online Education: Perspectives on a New Environment
Online Education: Perspectives on a New Environment
Between information and communication: middle spaces in computer media for learning
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
Assessing Online Discussions Working ‘Along the Grain’ of Current Technology and Educational Culture
Education and Information Technologies
Skills required for participating in CMC courses: an empirical study
Computers & Education
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Collaborative knowledge construction in the web supported by the KnowCat system
Computers & Education
Guidelines for the development of e-learning systems by means of proactive questions
Computers & Education
Discovering genres of online discussion threads via text mining
Computers & Education
Understanding Students' Online Forum Usage
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
International Journal of Business Intelligence and Data Mining
Small-group face-to-face discussions in the classroom: a new direction of CSCL research
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Computers & Education - Methodological issue in researching CSCL
Information and Software Technology
Mining bulletin board systems using community generation
PAKDD'08 Proceedings of the 12th Pacific-Asia conference on Advances in knowledge discovery and data mining
Group micro-creativity in online discussions: effects of new ideas and social metacognition
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
A semantic framework for modelling quotes in email conversations
Proceedings of the 1st International Conference on Intelligent Semantic Web-Services and Applications
Using social web tools for knowledge construction
International Journal of Technology Enhanced Learning
Computers in Human Behavior
Expert Systems with Applications: An International Journal
Predicting social cues during online discussions: Effects of evaluations and knowledge content
Computers in Human Behavior
Journal of Computer Assisted Learning
A study of enhanced structured web-based discussion in a foreign language learning class
Computers & Education
Teaching Online: The Handbook Dilemma in Higher Education
International Journal of Cyber Ethics in Education
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Proceedings of the 6th Balkan Conference in Informatics
Student's participation aspects in asynchronous discussions for distance education
Proceedings of the 17th Panhellenic Conference on Informatics
Predicting students' final performance from participation in on-line discussion forums
Computers & Education
Influence of group configuration on online discourse writing
Computers & Education
Analyzing the students' behavior and relevant topics in virtual learning communities
Computers in Human Behavior
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This case study, based on social constructivist learning theory, investigated the communication patterns and the knowledge construction process of students who used a computer bulletin board system (BBS) to discuss course-related content. Collected data included the outline of BBS postings and transcripts of the BBS messages from three selected weeks during the semester in an advanced communications class. Quantitative analysis was used to examine participation and interaction rates, and qualitative procedures were used to analyze knowledge construction processes and to refine a category system of indicators and descriptors. Results showed that students engaged in a knowledge construction process that was characterized chiefly by clarification, elaboration, and interpretation, and that produced more reflective monologues than dialogical interactions. Findings were related to constructivist theories and to previous analyses of computer conferencing systems, and were used to develop a list of recommendations for practitioners interested in incorporating such systems in their courses.