Using Constructionist Principals In Designing And Integrating Online Collaborative Interactions
J. Michael Blocher, Gary Tucker, Northern Arizona Univ., United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
Blocher, J.M. & Tucker, G. (2001). Using Constructionist Principals In Designing And Integrating Online Collaborative Interactions. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 138-143). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).