Supporting Electronic Discourse: Principles of Design From a Social Constructivist Perspective

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Amy, W. (2003). Supporting Electronic Discourse: Principles of Design From a Social Constructivist Perspective. Journal of Interactive Learning Research, 14(2), 167-184. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/1980.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 14, Issue 2, April 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JILR

Author

Wu Amy, University of Michigan, USA

Abstract

With the ever-increasing popularity of the Internet in education, social constructivists among others claim that electronic discourse positively influences cognitive development. Unfortunately, not much research has been done to indicate that the use of computer-mediated communication (CMC) is related to positive learning outcomes, demonstrating the need for CMC environments that support learning. To develop such environments, educational researchers and designers of electronic tools need to explore how to sustain productive dialogue in an electronic setting and understand the relationship between CMC and learning. The goal of this paper is to inform the design and development of electronic environments that engage students in sustained, productive discourse. Design principles are offered for networked environments to effectively support peer discourse.

Keywords

• Middle School Education
• Communication
• Educational Technology
• Interaction
• Human Computer Interaction

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