Canadian Review of Comparative Literature (Journal)
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Graduate Students\u27 Experiences of Challenges in Online Asynchronous Discussions
No full textThis paper presents one of five categories of findings of a qualitative study of students\u27 experiences of challenges encountered in a web-based graduate program. The findings relate to the category of experiences with online asynchronous discussions. Data collection relied on a discussion, questionnaire and interview all conducted within WebCTTM. The category\u27s findings were grouped into four sub-categories of challenges as follows: student behaviour; text-only, online communication; purpose and quality of the discussion; and forum features. Challenges related to students\u27 behaviour included domination of the discussion by individual students or groups of students resulting in feelings of exclusion, frustration and inadequacy. Text-only communication caused difficulties related to misinterpretation and conveying and deriving intent. Challenges related to the purpose and value of the discussion resulted from low quality and high quantities of postings to meet grade requirements. Technical features that presented challenges included the inability to delete messages
Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
No full textAbstract: A brief review shows several suggested ways in which cultural historical activity theory has proved valuable to technology supported learning environments. Three of our own design cases are then described (evaluating a peer to peer interface for learning objects, designing an on-line school, and rethinking a public science centre). These are discussed to illustrate the approach and finally this is reviewed for potential re-use
The Framework of Knowledge Creation for Online Learning Environments
No full textAbstract: In today’s competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge management practices by disseminating knowledge and making codified knowledge retrievable. Thus, this paper proposes a framework of knowledge creation in online learning environments. In addition, the features and issues of knowledge creation in these environments are discussed
Integrating Information and Communication Technology in the Classroom:
No full textThe discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education. The research explores this phenomenon through a comparative discourse analysis of primary and secondary school teachers and promoters of ICT integration. The results show that promoters tend to view ICT as a way of transforming education whereas teachers see it only as a means to an end. The former\u27s vision is borrowed from a prospective current of thought, a vision of social changes based on technological advances; the latter\u27s considers only the needs of the students and the practical ways to respond to them. The research shows that teachers are not opposed to ICT integration; they\u27re interested in effective ways to implement learning. The organizational context into which ICT is integrated is also a major impediment when it comes to changing the teacher\u27s practice
Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar
No full textThe experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar are examined in this paper. This paper expands on the findings reported in an earlier article on virtual learning communities founded on social constructivist pedagogy (Schwier & Balbar, 2002). We examine how the instructors constructed and refined structured discussions of content with synchronous and asynchronous communication at the graduate level. The instructors offer several observations and principles that are organized into categories that illustrate the source, message, channel and receiver in the communication system. The critical reflections of the instructors are compared with data from interviews with students about learning experienced in the online discussions (Dykes, 2003). Findings include the realization that instructors may fundamentally misinterpret or overlook important elements of communication, but that students are robust learners who can transcend the limitations of the medium and the instructor if given the authority in a social constructivist learning environment