An examination of the socio-cognitive constructivist activity exhibited by participants of a WebCT computer conference

• Main Author: Skanes, Joy, 1961-
• Other Authors: Memorial University of Newfoundland. Faculty of Education
• Format: Thesis
• Language: English
• Published: 2000
• Subjects: Computer conferencing in education; Education > Computer network resources; Newfoundland studies; University of Newfoundland
• Online Access: http://collections.mun.ca/cdm/ref/collection/theses4/id/12156

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. Education Bibliography: leaves 101-110. This study investigated whether students constructed understanding while engaged in electronic dialogue using WebCT computer conferencing software. The postings of graduate education students participating in the computer conference as a mandatory component of their university course were analyzed in order for me to make this determination. Transcripts from the entire computer conference constituted the major source of data for this research: these were printed at the end of the course and analyzed for indication of knowledge construction. -- Qualitative research methods were employed in this investigation. Information collected from a review of constructivist literature was utilized to devise an analytical model of socio-cognitive constructivist behaviors for deductively analyzing computer conference transcripts. The computer conference exchanges were also analyzed inductively whereby patterns of socio-cognitive constructivist behaviors emerged from them. -- Questionnaires were administered to participants in order to obtain a sense of their computer background as well as their Impression of learning via electronic dialogue. The questionnaires consisted of both pre-structured and open-ended questions. Responses to the questionnaire were utilized as a means of verifying the researcher's Interpretation of the results. -- It was concluded that knowledge was constructed by participants in this study as participants were seen to exhibit numerous forms of socio-cognitive constructivist behaviors. Although It was initially believed that knowledge construction would result from participants debating conflicting viewpoints, socio-cognitive constructivist behaviors observed in this investigation resulted from participants sharing and co-elaborating ideas online.