Analysis of Patterns of Interaction and Knowledge Construction in On-Line Learning Environments: A Methodological Strategy
Keywords:
Computer mediated communication, on-line interaction, computer mediated learning.Abstract
A model of analysis of interaction and construction of knowledge in educational environments based on computer-mediated communication (CMC) is proposed. This proposal considers: 1) the contextual factors that constitute the input and the scenario of interaction, 2) the interaction processes: types of interaction and its contents (Garrison, Anderson and Archer, 2000) as well as the discursive strategies (Lemke, 1997), and 3) learning results that involve the quality of the knowledge constructed by the participants (Gunawardena, Lowe and Anderson, 1997). This model was applied to the analysis of the interaction among a group of participants in two web forums (with or without the presence of a teacher), during the teaching of a PhD in Psychology program. The results show evidence of the model’s viability to describe the patterns of interaction and the levels of construction of knowledge in web forums.Downloads
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References
Anderson, T., Rourke, L., Garrison, D. R. y Archer, W., (2001). Assessing teaching presence in a computer conferencing context. Journal of the Asynchronous Learning Network, 5 (2). Recuperado el 15 de febrero de 2005, de http://www.sloan-c.org/publications/jaln/v5n2/v5n2_anderson.asp
Barab, S. A., Kling, R. y Gray, J. H. (2004). Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press.
Barab, S. A. y Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37 (3), 165-182.
Benbunan-Fich, R., Hiltz, R. y Harasim, L. (2005). The online interaction learning model: An integrated theoretical framework for learning networks. En S. R. Hiltz y R. Goldman (Ed), Learning together online: Research on asynchronous learning networks (pp. 19-37). Mahwah, NJ: Lawrence Erlbaum Publishers.
Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6 (3), 271-315.
Chickering, A. W. y Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49 (2), 3-6.
Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53 (4), 445-459.
Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42 (2), 21-29.
Cleveland-Innes, M. y Emes, C. (2005). Social and academic interaction in higher education contexts and the effect on deep learning. National Association of Student Personnel Administrators Journal, 42 (2), 241-262.
Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Una mirada constructivista. Sinéctica, 25, 1-24.
Eastmond, D. V. (1995). Alone but together: Adult distance study through computer conferencing. Cresskill, NJ: Hampton Press.
Fishman, D. B. (2000). Transcending the efficacy versus effectiveness research debate: Proposal for a new, electronic. Journal of Pragmatic Case Studies. Recuperado el 15 de Octubre de 2004, de
http://journals.apa.org/prevention/volume3/pre0030008a.html
García, B., Secundino, N. y Navarro, F. (2000). El análisis de la práctica: consideraciones metodológicas. En M. Rueda y F. Díaz-Barriga (Comps.), La evaluación de la docencia. Perspectivas actuales ( pp 179-208). México: Paidós.
Garrison, D.R. y Anderson, T. (2003). E-Learning in the 21st Century: A framework for research and practice. Nueva York: Routledge Falmer.
Garrison, R., Anderson, T. y Archer, W. (2000). Critical inquiry in a text-based environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2 (2-3), 87-105.
Garrison, D. R. y Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19 (3), 133-148.
Graham, C. R. y Misanchuk, M. (2004). Computer-mediated teamwork: Benefits and challenges of using teamwork in online learning environments. En T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 181-202). Hershey, PA: Idea Group.
Gunawardena, C., Lowe, C. y Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 397-431.
Hawisher, G. E. y Pemberton, M. A. (1997). Writing across the curriculum encounters asynchronous learning networks or WAC meets up with ALN, Journal of Asynchronous Learning Networks, 1 (1), 52–72.
Järvelä, S. y Häkkinen, P. (2002). Web-based cases in teaching and learning: The quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1-22.
Jong-Baeg, K., Derry, S., Steinkuehler, C., Street, J. y Watson, J. (2000). Web-based online collaborative learning. Trabajo presentado en American Educational Research Association Annual Meeting, New Orleans, Louisiana.
Kozma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42 (2), 7-19.
Lemke, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. México: Paidós.
Barab, S. A., Kling, R. y Gray, J. H. (2004). Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press.
Barab, S. A. y Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37 (3), 165-182.
Benbunan-Fich, R., Hiltz, R. y Harasim, L. (2005). The online interaction learning model: An integrated theoretical framework for learning networks. En S. R. Hiltz y R. Goldman (Ed), Learning together online: Research on asynchronous learning networks (pp. 19-37). Mahwah, NJ: Lawrence Erlbaum Publishers.
Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6 (3), 271-315.
Chickering, A. W. y Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49 (2), 3-6.
Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53 (4), 445-459.
Clark, R. (1994). Media will never influence learning. Educational Technology Research and Development, 42 (2), 21-29.
Cleveland-Innes, M. y Emes, C. (2005). Social and academic interaction in higher education contexts and the effect on deep learning. National Association of Student Personnel Administrators Journal, 42 (2), 241-262.
Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Una mirada constructivista. Sinéctica, 25, 1-24.
Eastmond, D. V. (1995). Alone but together: Adult distance study through computer conferencing. Cresskill, NJ: Hampton Press.
Fishman, D. B. (2000). Transcending the efficacy versus effectiveness research debate: Proposal for a new, electronic. Journal of Pragmatic Case Studies. Recuperado el 15 de Octubre de 2004, de
http://journals.apa.org/prevention/volume3/pre0030008a.html
García, B., Secundino, N. y Navarro, F. (2000). El análisis de la práctica: consideraciones metodológicas. En M. Rueda y F. Díaz-Barriga (Comps.), La evaluación de la docencia. Perspectivas actuales ( pp 179-208). México: Paidós.
Garrison, D.R. y Anderson, T. (2003). E-Learning in the 21st Century: A framework for research and practice. Nueva York: Routledge Falmer.
Garrison, R., Anderson, T. y Archer, W. (2000). Critical inquiry in a text-based environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2 (2-3), 87-105.
Garrison, D. R. y Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19 (3), 133-148.
Graham, C. R. y Misanchuk, M. (2004). Computer-mediated teamwork: Benefits and challenges of using teamwork in online learning environments. En T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 181-202). Hershey, PA: Idea Group.
Gunawardena, C., Lowe, C. y Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 397-431.
Hawisher, G. E. y Pemberton, M. A. (1997). Writing across the curriculum encounters asynchronous learning networks or WAC meets up with ALN, Journal of Asynchronous Learning Networks, 1 (1), 52–72.
Järvelä, S. y Häkkinen, P. (2002). Web-based cases in teaching and learning: The quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1-22.
Jong-Baeg, K., Derry, S., Steinkuehler, C., Street, J. y Watson, J. (2000). Web-based online collaborative learning. Trabajo presentado en American Educational Research Association Annual Meeting, New Orleans, Louisiana.
Kozma, R. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42 (2), 7-19.
Lemke, J. (1997). Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. México: Paidós.
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Published
2008-05-01
