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Online Interaction for Co-construction of Knowledge
PROCEEDINGS

, Department of Library & Information Science, Fu-Jen Catholic University, Taiwan ; , Dept. of Food & Nutrition, Providence University, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of the study was to explore the use of electronic interactive support and students learning in a web-based nutrition context. Specifically, the study intended to (1) determine whether the level of interaction had effect on student task performance, (2) examine the learning support obtained from the interactions, and (3) identify co-constructive process of knowledge acquisition in achieving their learning tasks. From the study, the content and frequency of students' posts on discussion forums was gathered and categorized. How students interacted with peers, the teacher and the experts for a task-oriented learning was observed. From the quantitative results, it was found that students with different level of interaction performed differently (p<0.000). From the qualitative analyses, the study concludes that both cognitive and affective supports were provided in the process of interaction. Overall, students were positive about this innovative approach.

Citation

ChanLin, L.J. & Chan, K.C. (2005). Online Interaction for Co-construction of Knowledge. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3813-3818). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 4, 2020 from .

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