Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar
CJLT Volume 29, Number 2, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
The experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar are examined in this paper. This paper expands on the findings reported in an earlier article on virtual learning communities founded on social constructivist pedagogy (Schwier & Balbar, 2002). We examine how the instructors constructed and refined structured discussions of content with synchronous and asynchronous communication at the graduate level. The instructors offer several observations and principles that are organized into categories that illustrate the source, message, channel and receiver in the communication system. The critical reflections of the instructors are compared with data from interviews with students about learning experienced in the online discussions (Dykes, 2003). Findings include the realization that instructors may fundamentally misinterpret or overlook important elements of communication, but that students are robust learners who can transcend the limitations of the medium and the instructor if given the authority in a social constructivist learning environment.
Dykes, M., Schwier, R. & Schwier, R. (2003). Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 29(2),. Canadian Network for Innovation in Education.
Cited ByView References & Citations Map
Instructors' experiences of web based synchronous communication using two way audio and direct messaging
Elizabeth Murphy, Justyna Ciszewska-Carr & Justyna Ciszewska-Carr
Australasian Journal of Educational Technology Vol. 23, No. 1 (Jan 01, 2007)
Hwee Ling Lim, The Petroleum Institute, United Arab Emirates
Journal of Information Technology Education: Research Vol. 6, No. 1 (Jan 01, 2007) pp. 153–168
Technologies that Assist in Closing the Achievement Gap: A Comparison African American and Caucasian Students’ Learning and Community in the Online Classroom
Amanda Rockinson-Szapkiw, C, United States; Randall Dunn & David Holder, Liberty University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 804–809
Richard Schwier & Mary DyKes, University of Saskatchewan, Canada
EdMedia + Innovate Learning 2004 (2004) pp. 2976–2982
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.