Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/156782
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Independent, synchronous and asynchronous - an analysis of approaches to online concept formation
SIGCSE Conference on Innovation and Technology in Computer Science Education (12th : 2007) (25 June - 27 June 2007 : Dundee, Scotland)
Hughes, Janet; Peiris, D. Ramanee and Tymann, Paul. ACM SIGCSE bulletin - proceedings of the 12th annual SIGCSE conference on innovation and technology in computer science education (ITiCSE'07), Vol. 39, Issue 3, p.141-145
This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed.