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Cracking the code:Learning to collaborate and collaborating to learn in a networked environment

Lally, Vic and De Laat, Maarten F. (2002) Cracking the code:Learning to collaborate and collaborating to learn in a networked environment At CSCL. 07 - 11 Jan 2002.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper is based on the central idea that networked teaching may best be improved by those engaged in it. Systematic enquiry into educational interactions can yield understandings and insights about one of the fundamental relationships of all educational endeavours: between teaching and learning. The paper explores this relationship through analyses of teaching and learning in a networked collaborative learning environment using two new content analysis schemas. The first of these probes the social co-construction of knowledge in a collaborative online event by analysing the social, cognitive and metacognitive contributions to an online learning event. In the second schema the presence of teacher processes is investigated. Computer assisted qualitative data analysis is used for this. In conclusion, consideration is given to the prospects for this type of approach as a means of enriching understandings of the complexity of the relationship between teaching and learning in networked collaborative learning environments.

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More information

Published date: 2002
Venue - Dates: CSCL, 2002-01-07 - 2002-01-11
Keywords: Social constructivism, content analysis, collaborative teaching and learning, on-line tutoring

Identifiers

Local EPrints ID: 9762
URI: http://eprints.soton.ac.uk/id/eprint/9762
PURE UUID: 049a8a20-a9e2-4e9a-8b3c-425da7d3f2a7

Catalogue record

Date deposited: 03 Nov 2004
Last modified: 17 Jul 2017 17:09

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Contributors

Author: Vic Lally
Author: Maarten F. De Laat

University divisions

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