Using Constructionist Principals In Designing And Integrating Online Collaborative Interactions
Save to My Collections
Blocher, J.M. & Tucker, G. (2001). Using Constructionist Principals In Designing And Integrating Online Collaborative Interactions. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 138-143). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16664.
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
More Information on SITE
Table of Contents
This paper describes a study that took an action research approach to investigate learners' experience using CMC to engage in a collaborative project in an online learning environment. Communication messages were archived for analysis and a post-questionnaire was administered to provide feedback on the students' experience with the project. Findings from the study were then used by faculty at Northern Arizona University (NAU), a small institution that serves mostly rural students in Arizona, to design and implement one of the foundational web-based courses in their online Master's of Education in Educational Technology degree. The course design for ETC 567: Technology, Society, and Education was based on findings from the described study investigating online collaborative interactions and founded on constructionist principals to enhance learner interaction through collaborative writing projects in the online learning environment. Furthermore this paper provides examples for practitioners desiring to integrate collaborative projects in online learning environments.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.