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Nobody Says No: Student Self-Censorship in a Collaborative Knowledge Building Activity
ARTICLE

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Journal of Learning Design Volume 4, Number 4, ISSN 1832-8342

Abstract

This paper explores student self-censorship within an online learning environment. Self-censorship in group activity can be seen as a two-edged sword. While it can be advantageous that a student censor personal frustration and angst when working with others, if the self-censorship impacts on the cognitive contribution a student makes then this may significantly impact upon the overall quality of the group's collective knowledge artefact. This paper reports on a study where it was found that students had self censored both their feelings and ideas as they collaboratively worked together. (Contains 1 footnote and 3 tables.)

Citation

Roberts, A. & Nason, R. (2011). Nobody Says No: Student Self-Censorship in a Collaborative Knowledge Building Activity. Journal of Learning Design, 4(4), 56-68. Retrieved July 10, 2020 from .

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