The Role of Discussion Boards in Facilitating Communities of Inquiry: A Case of ICT and Sociology Courses at Zagreb School of Economics and Management [Konferenzbericht] Paper presented at the Annual WSEAS/IASME International Conference on Educational Technologies (EDUTE) (5th, 2009).

Autor/inn/en	Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja
Titel	The Role of Discussion Boards in Facilitating Communities of Inquiry: A Case of ICT and Sociology Courses at Zagreb School of Economics and Management [Konferenzbericht] Paper presented at the Annual WSEAS/IASME International Conference on Educational Technologies (EDUTE) (5th, 2009).
Quelle	(2009), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Communities of Practice; Inquiry; Distance Education; Sociology; Electronic Learning; College Instruction; Discussion; Asynchronous Communication; Computer Uses in Education; Internet; Courses; Comparative Analysis; College Students; Interaction; Discourse Analysis; Constructivism (Learning); Computer Mediated Communication; Educational Technology; Social Experience; Learning Experience; Cooperative Learning; Content Analysis; Statistical Analysis; Croatia + Suchen Sie Ihr Suchwort? Ausland; Community; Distance study; Distance learning; Fernunterricht; Soziologie; Hochschullehre; Diskussion; Computernutzung; Kursangebot; Collegestudent; Interaktion; Diskursanalyse; Computerkonferenz; Unterrichtsmedien; Soziale Erfahrung; Lernerfahrung; Kooperatives Lernen; Inhaltsanalyse; Statistische Analyse; Kroatien
Abstract	The study focuses on the use of technology to design an electronic learning community for students. The importance of social experience in education and social participation through communication is examined through discussion boards of two different freshmen courses offered at Zagreb School of Economics and Management (ZSEM). Effectiveness and communication dynamics of discussion boards is analyzed through comparison of students' participation rates according to the topic, discussion type and quality of discussion. The focus is not on individual student learning and achievement outcomes, but on student digital interaction from a pedagogical perspective. Based on social constructivist principle and the assumption that knowledge creation is a shared, rather than individual experience, the study examines how and why online discussion represents a valuable tool for enhancing online collaborative learning experience. (Contains 5 figures and 5 tables.) [This paper was published in: "The Proceedings of the 5th WSEAS/IASME International Conference on Educational Technologies (EDUTE' 09)," p104-109. ISBN: 978-960-474-092-5. ISSN: 1790-5109.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10