Meaningful interaction in web-based learning: A social constructivist interpretation

被引：257

作者：

Woo, Younghee ^{[1
]}

Reeves, Thomas C. ^{[1
]}

机构：

[1] Department of Educational Psychology and Instructional Technology (EPIT), College of Education, The University of Georgia, Athens, GA 30602-7144

来源：

Internet and Higher Education | 2007年 / 10卷 / 01期

关键词：

Authentic task; Meaningful interaction; Online interaction; Social constructivism; Web-based learning environment;

D O I：

10.1016/j.iheduc.2006.10.005

中图分类号：

学科分类号：

摘要：

Interaction is an essential ingredient in any learning process. However, every interaction does not lead to increased learning. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. The precise meaning of meaningful interaction is strongly related to the learning theories underlying the development of particular learning environments. The primary goal of this paper is to re-conceptualize online interaction in terms of meaningful learning based on the learning theory known as social constructivism. Analyzing interaction through this theoretical framework may yield design principles needed to improve the quality of Web-based learning environments. A secondary goal of this paper is to present the implications of meaningful online interaction for researchers and developers. © 2006 Elsevier Inc. All rights reserved.

引用

页码：15 / 25

页数：10

共 71 条

[1]

Angeli C., Valanides N., Bonk C.J., Communicating in a web-based conferencing system: The quality of computer-mediated interaction, British Journal of Educational Technology, 34, 1, pp. 31-43, (2003)

[2]

Anglin G.J., Vaez H., Cunningham K.L., Visual representations and learning: The role of static and animated graphics, Handbook of research on educational communications and technology. 2nd ed., pp. 865-916, (2004)

[3]

Banathy B.H., Jenlink P.M., Systems inquiry and its application in education, Handbook of research on educational communications and technology. 2nd ed., pp. 37-57, (2004)

[4]

Bannan-Ritland B., Computer-mediated communication (CMC), e-learning and interactivity: A review of the research, Quarterly Review of Distance Education, 3, 2, pp. 161-179, (2002)

[5]

Barker P., Designing interactive learning, Design and production of multimedia and simulation-based learning material, pp. 1-30, (1994)

[6]

Barr R.B., Tagg J., From teaching to learning: A new paradigm for undergraduate education, Change, 27, 6, pp. 12-25, (1995)

[7]

Barron A.E., Auditory instruction, Handbook of research on educational communications and technology. 2nd ed., pp. 949-978, (2004)

[8]

Brown J.S., Collins A., Duguid P., Situated cognition and the culture of learning, Educational Researcher, 18, 1, pp. 32-42, (1989)

[9]

Burton J.K., Moore D.M., Magliaro S.G., Behaviorism and instructional technology, Handbook of research on educational communications and technology. 2nd ed., pp. 3-36, (2004)

[10]

Campos M., A constructivist method for the analysis of networked cognitive communication and the assessment of collaborative learning and knowledge-building, Journal of Asynchronous Learning Environments, 8, 2, pp. 1-29, (2004)

← 1 2 3 4 5 6 7 8 →