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Learning through synchronous electronic discussion
ARTICLE

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Computers & Education Volume 34, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This article reports a study examining university student pairs carrying out an electronic discussion task in a synchronous computer mediated communication (CMC) system (NetMeeting). The purpose of the assignment was to raise students’ awareness concerning conceptions that characterise effective pedagogical interactions, by collaboratively comparing and discussing their analyses of a dialogue between a tutor and a student. To examine whether the use of synchronous CMC could meet this end, students’ dialogues are characterised in terms of their constructive and argumentative contributions, and by their focus on the meaning of concepts. In addition, a comparison was made with a control group in which no peer coach was available with two forms of peer coaching. Peer coaches were focussed either on structuring arguments or on reflectively checking arguments in terms of strength and relevance. First, the results indicate that the study of students’ learning from electronic discussions requires an analysis of focus in relation to argumentation. Second, the coaching instruction did not fulfil our expectations. In this study, students seem to need support to focus on meaning rather than on argumentation in general, but they may also need support to hold overview, to keep track of their discussion and to organise their interface. Text-based electronic communication seems to be sensitive to such issues that may cause meaningful interaction to be disturbed.

Citation

Veerman, A.L., Andriessen, J.E.B. & Kanselaar, G. (2000). Learning through synchronous electronic discussion. Computers & Education, 34(3), 269-290. Elsevier Ltd. Retrieved April 19, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(99)00050-0

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Cited By

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    Ayesha Perveen, Virtual University of Pakistan

    Open Praxis Vol. 7, No. 3 (Jul 30, 2015) pp. 243–262

  2. A Review of e-Learning in Canada: Rejoinder to Commentaries

    Philip Abrami, Robert Bernard, Anne Wade, Eugene Borokhovski, Rana Tamin, Michael Surkes, Dai Zhang & Dai Zhang

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 32, No. 3 (Oct 15, 2006)

  3. Exploring Group Interaction in Synchronous Computer-Mediated Communication (CMC) in an International Distance Course

    Hsiu-Ping Yueh & Yi-Lin Liu, National Taiwan University, Taiwan; Wei-Jane Lin & Michihiko Minoh, Kyoto University, Japan

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 747–753

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