Using Constructionist Principals In Designing And Integrating Online Collaborative Interactions
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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.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE
More Information on SITE
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Abstract
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.
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