Learning networks: a field guide to teaching and learning online
Learning networks: a field guide to teaching and learning online
Constructivist simulations: a new design paradigm
Journal of Educational Multimedia and Hypermedia
Construction of shared knowledge during collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
A multi-agent model that promotes team-role balance in computer supported collaborative learning
ADNTIIC'11 Proceedings of the Second international conference on Advances in New Technologies, Interactive Interfaces and Communicability
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The present paper describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. Multilevel analyses were applied to uncover the influence of student, group, and task variables and the specific impact of the assignment of roles. Results indicate that students' attitude towards the learning environment and their engagement in the discussion group are significant predictors. No significant overall differences in students' mean levels of knowledge construction between the role and no role condition were observed. However, additional analyses revealed (1) that students in the role condition more often reached the highest level; and (2) that assigning students the role of summarizer resulted in significantly higher levels of knowledge construction.