Learning Networks and the Issue of Communication Skills

McAteer, Erica; Tolmie, Andrew; Crook, Charles; Macleod, Hamish; Musselbrook, Kerry

doi:10.1007/978-1-4471-0181-9_18

Cited by 9 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also relevant are studies that involve distributed online discussions as well as classroom talk in front of computers (Dillenbourg, 1999;Mercer, 1995), research on the collaborative construction and refinement of conceptual artefacts, and scripts for the collaborative construction of knowledge (Bereiter, 2002;Schrire, 2006;Weinberger, Ertl, Fischer, & Mandl, 2005), the learning of argumentation skills (Marttunen & Laurinen, 2001), and of communication skills more generally (McAteer, Tolmie, Crook, Macleod, & Musselbrook, 2002).…”

Section: Learning Through Discussionmentioning

confidence: 99%

Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts

Ellis

Goodyear

Calvo

et al. 2008

Learning and Instruction

122

View full text Add to dashboard Cite

Section: Learning Through Discussionmentioning

confidence: 99%

Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts

Ellis

Goodyear

Calvo

et al. 2008

Learning and Instruction

122

View full text Add to dashboard Cite

“…Marttunen & Laurinen 2001) or of communication skills more generally (e.g. McAteer et al . 2002), and the refinement of conceptual artefacts (Bereiter 2002).…”

Section: Prior Research and Theoretical Backgroundmentioning

confidence: 99%

How and what university students learn through online and face‐to‐face discussion: conceptions, intentions and approaches

Ellis

Goodyear

Prosser

et al. 2006

Computer Assisted Learning

153

View full text Add to dashboard Cite

This paper reports a phenomenographic investigation into students' experiences of learning through discussion -both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of open-ended questionnaires and semi-structured interviews was used to investigate students' conceptions of what they were learning, their intentions and their approaches to learning through discussion. Analysis of the interview and open-ended questionnaire data identified a number of qualitatively different conceptions, intentions and approaches to learning through discussion. Associations were found between what students thought they were learning through discussions, their approaches to learning through discussion and their course grade. Students with a cohesive conception and students adopting a deep approach (to learning through online discussion) got better course grades. There was no significant difference between deep and surface approaches to F2F discussion and course grade. The outcomes of this study have implications for the design of online and F2F discussion tasks and in particular for helping students adopt richer conceptions of what they stand to gain through discussion.

show abstract

“…There are a host of issues here that have barely been considered as yet, such as how to present such information in a form that teachers can readily understand and use. ‘Grounded guidelines’ (see McAteer et al ., 2000) which provide general messages from context‐oriented research alongside concrete illustrations and commentaries from real implementations may be one way forward, but much remains to be done.…”

Section: Conclusion: the Role Of Disseminationmentioning

confidence: 99%

Examining learning in relation to the contexts of use of ICT

Tolmie

2001

Computer Assisted Learning

View full text Add to dashboard Cite

Although ICT resources are commonly expected to produce uniform benefits, they are necessarily employed within pre-existing contexts of educational and social activity, and the outcome in terms of both pattern of use and learning depends on how they fit in with these. As a result, the same technology or software may have unexpectedly diverse effects, according to specific setting. If the object is to exercise control over outcome, then the conditions of use need to be planned for within the design and implementation of the technology. In order to do this, it is crucial that research gathers data on how outcomes are affected by the interplay between technology and context. This raises questions about the methods that would be appropriate for the conduct and dissemination of such research. These points are discussed in relation to three studies, one each at primary, secondary and university levels of education

show abstract

Learning Networks and the Issue of Communication Skills

Cited by 9 publications

References 4 publications

Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts

Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts

How and what university students learn through online and face‐to‐face discussion: conceptions, intentions and approaches

Examining learning in relation to the contexts of use of ICT

Contact Info

Product

Resources

About