Supporting Electronic Discourse: Principles of Design From a Social Constructivist Perspective
Wu Amy, University of Michigan, United States
Journal of Interactive Learning Research Volume 14, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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.
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: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from https://www.learntechlib.org/primary/p/1980/.
© 2003 Association for the Advancement of Computing in Education (AACE)
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International Journal on E-Learning 9 (January 2010) pp. 79–98
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E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1359–1363
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