Analysing High School Students' Participation and Interaction in an Asynchronous Online Project-Based Learning Environment

Autor/in	Lang, Quek Choon
Titel	Analysing High School Students' Participation and Interaction in an Asynchronous Online Project-Based Learning Environment
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 3, S.327-340 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Student Projects; Computer Mediated Communication; Interaction Process Analysis; Active Learning; Educational Environment; High School Students; Student Participation; Online Courses; Educational Technology; Foreign Countries; Cooperative Learning; Knowledge Level; Discussion (Teaching Technique); Computers; Games; Singapore + Suchen Sie Ihr Suchwort? Schulprojekt; Computerkonferenz; Prozessanalyse; Aktives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; Unterrichtsmedien; Ausland; Kooperatives Lernen; Wissensbasis; Digitalrechner; Game; Spiel; Spiele; Singapur
Abstract	This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's "Interaction Analysis Model" (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10