Journal of Interactive Learning Research Volume 16, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The goal of this study was to gain insights into the interactions that occur in online communications in a project-based learning activity implemented in an undergraduate course. A multi-case study was conducted of six collaborative groups, focusing on the types and frequencies of interactions that occurred within each group and the perceptions that students had of their experiences in this type of learning environment. It was found that the interactions within each group closely followed established steps in the problem solving process. The findings of this study go further in explaining specific indicators that may determine how well a group performs when using CMC as a support mechanism for project-based learning. High achievers tend to start early, are consistent in the frequency and extent to which they post messages, develop a sense of camaraderie online, are effective organizers and coordinators within the online environment, and engage in a deep, rich thought provoking dialog with a high degree of idea exchange. Low achievers on the other hand are slow starters, are erratic and inconsistent in posting messages, do not form bonds online, are not effective in organizing and accomplishing tasks online, and engage in shallow, directive dialog with little questioning and exchange of ideas. Students also differentiated between asynchronous and synchronous systems as to the type of tasks that are best suited for each. There was a general consensus that the asynchronous system are best for tasks that require reflection, time, and deeper thought and synchronous systems are better for brainstorming, as a forum for the free flow of ideas, and for building group solidarity and social connection.
Thomas, W.R. & MacGregor, S.K. (2005). Online Project-Based Learning: How Collaborative Strategies and Problem Solving Processes Impact Performance. Journal of Interactive Learning Research, 16(1), 83-107. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Exploring Scaffolding Modes in PjBL: A Professional Development Course to Promote In-Service Teachers’ Technology Integration
Ching-Huei Chen, National Changhua University of Education, Taiwan
Journal of Educational Multimedia and Hypermedia Vol. 26, No. 2 (April 2017) pp. 105–129
Jennifer Thomas, Pace University, United States; Danielle Morin & Samie Ly, Concordia University, Canada
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1797–1801
Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming
Trisha Steinbrecher, University of New Mexico, United States; Juliet Hart, Arizona State University, United States
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 71–88
Trish Steinbrecher, University of Kansas, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4341–4347
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.