ABSTRACT
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.
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Index Terms
- Independent, synchronous and asynchronous an analysis of approaches to online concept formation
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Independent, synchronous and asynchronous an analysis of approaches to online concept formation
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education (ITiCSE'07)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 ...
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SIGCSE '07: Proceedings of the 38th SIGCSE technical symposium on Computer science educationThis paper shares insights about the deployment of groupwork activities in synchronous online classroom spaces. It is based upon analysis of 48 hours of online lesson recordings from an Introduction to Programming (in Java) subject conducted over two ...
Groupwork activities in synchronous online classroom spaces
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