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It's not so easy: researching the complexity of Emergent Participant Roles and Awareness in Asynchronous Networked Learning Discussions

It's not so easy: researching the complexity of Emergent Participant Roles and Awareness in Asynchronous Networked Learning Discussions
It's not so easy: researching the complexity of Emergent Participant Roles and Awareness in Asynchronous Networked Learning Discussions
In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant profiles for learning and tutoring processes within a group of collaborating professionals. Using these we selected three distinct student participants with whom we then conducted critical event recall. Our findings suggest how distinct roles emerge, and how they effect the group dynamics. They show the importance of group process awareness, and how this may be used and developed by participants. Some implications for pedagogical and software design are discussed.
0266-4909
165-171
De Laat, Maarten F.
53ce5b1e-be95-41e6-9f2b-825a6d3d9f86
Lally, Vic
6cf200d3-a0e2-487e-aad4-2ee71fa1f333
De Laat, Maarten F.
53ce5b1e-be95-41e6-9f2b-825a6d3d9f86
Lally, Vic
6cf200d3-a0e2-487e-aad4-2ee71fa1f333

De Laat, Maarten F. and Lally, Vic (2004) It's not so easy: researching the complexity of Emergent Participant Roles and Awareness in Asynchronous Networked Learning Discussions. Journal of Computer Assisted Learning, 20 (3), 165-171.

Record type: Article

Abstract

In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant profiles for learning and tutoring processes within a group of collaborating professionals. Using these we selected three distinct student participants with whom we then conducted critical event recall. Our findings suggest how distinct roles emerge, and how they effect the group dynamics. They show the importance of group process awareness, and how this may be used and developed by participants. Some implications for pedagogical and software design are discussed.

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Published date: 2004

Identifiers

Local EPrints ID: 9755
URI: https://eprints.soton.ac.uk/id/eprint/9755
ISSN: 0266-4909
PURE UUID: 29cffbb5-0777-4175-9101-e2ab83be411c

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Date deposited: 08 Oct 2004
Last modified: 17 Jul 2017 17:09

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