Year: 2001
Type: conference-paper
Abstract: The purpose of the present study was to find new approaches for evaluating the tutor's contribution to students' knowledge building discourse in a computer-supported collaborative learning (CSCL) environment.Most recent studies in CSCL concentrate on students' processes, whereas the teacher's or tutor's role has not been analyzed closely.Guidance, however, is known to be crucial in promoting students' higher-level learning.The study was based on an analysis of database material from one university course using the web-based tool, Future Learning Environment (FLE).First, written messages in FLE's database were analyzed to compare tutors' and students' contributions as participants in inquiry discourse.Second, methods of social network analysis were applied to study interaction structures between tutors and students.Third, tutors' messages were re-analyzed qualitatively to evaluate tutors' guidance techniques.The results indicated that the three approaches revealed new aspects of networked tutoring.Classification of progressive inquiry elements revealed that tutors acted more like metalevel commentators rather than equal participants in the inquiry process.Methods of social network analysis showed tutors' varied roles as initiators of new discussion-openings or commentators of students' messages.Classification of guidance techniques showed differences in the three tutors' guidance patterns and the possible effects of tutors' contribution to students' discourse.
Source: Työväentutkimus Vuosikirja
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Suomen Kulttuurirahasto
OpenAlex ID: W2188571452