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Breakdowns and innovations: E-mail-mediated communication in a Web-based distance education course.

机译：故障和创新：基于Web的远程教育课程中的电子邮件介导的通信。

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摘要

Asynchronous computer-based instruction, via the Internet, is the most frequently used method for implementing distance education in higher education institutions. However, it is not clear how courses grounded on constructivist epistemology, where project-based collaborative group work represents a bulk of the coursework, can be successfully delivered via distance education.;A developmental work research methodology grounded on cultural-historical activity theory was used in this instrumental case study of a graduate-level course, in the specialty area of educational computing, delivered via a web-based distance education format in a College of Education at a large university in the U.S.;Both instructor and students had to deal with unanticipated problems and obstacles during teaching and learning in a web-based environment. However, many participants were able to overcome initial difficulties and be successful learners. Students who could not modify their personal work habits to synchronize with group peers failed to collaborate effectively. Problems were due to the asynchronous and text-based nature of e-mail used for communication and the small number of turns, and the high value of each turn taken during a typical e-mail discussion. Characteristics of collaborative group work via e-mail were: lack of negotiation, implicit agreement, tacit assumptions of form and content of required coursework, and an iterative additive method of collaborative writing.;The innovative practices students devised to deal with problematic situations were similar to the functions found in personal and group productivity software such as PIMs, and project management applications. Some of the features of these applications were adopted by the students during collaboration and implemented using e-mail and enclosures. The students used enclosed word processing documents as shared work spaces and "conveyors of meaning" for specifying the structure of projects, clarifying questions, annotating edits, and the delegation of tasks. The instructor innovated by taking on the role of a proactive guide from the initial role of a reactive instructor.;Tools with the characteristics of student innovations should be developed to scaffold the processes required for collaborative project-based group work.
机译：通过互联网进行的基于计算机的异步教学是在高等院校中实施远程教育的最常用方法。但是，尚不清楚如何通过远程教育成功地交付以建构主义认识论为基础的课程，在该课程中，基于项目的协作小组工作代表了大部分课程工作。；使用了基于文化-历史活动理论的发展性工作研究方法在这个教育计算机科学专业领域的研究生课程的工具案例研究中，该课程是通过美国一所大型大学的教育学院中基于Web的远程教育格式提供的;教师和学生都必须应对在基于Web的环境中进行教学和学习过程中遇到的意外问题和障碍。但是，许多参与者能够克服最初的困难并成为成功的学习者。无法修改个人工作习惯以与小组同伴同步的学生无法有效地进行协作。问题是由于用于通信的电子邮件具有异步性和基于文本的特性，并且转弯次数少，并且在典型的电子邮件讨论过程中每次转弯的价值很高。通过电子邮件进行的协作小组工作的特点是：缺乏谈判，隐含的协议，对必修课的形式和内容的默契假设以及迭代式协作写作方法。学生为解决有问题的情况而设计的创新实践是相似的到个人和团体生产力软件（例如PIM）和项目管理应用程序中的功能。这些应用程序的某些功能在协作期间被学生采用，并使用电子邮件和附件实现。学生使用封闭的文字处理文档作为共享的工作空间，并使用“含义的传达者”来指定项目的结构，阐明问题，注释编辑和任务委派。通过从被动教师的最初角色开始担任主动指南的角色来进行教师创新。;应开发具有学生创新特征的工具，以支持基于项目的协作小组工作所需的过程。

著录项

  • 作者

    Cumaranatunge, Chandima.;

  • 作者单位

    Kansas State University.;

  • 授予单位 Kansas State University.;
  • 学科 Education Curriculum and Instruction.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 167 p.
  • 总页数 167
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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