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Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study

In this paper, three models of participant interactions in a Web-based instruction courses were identified among a diverse group of seven adult learners in a Course-On-Line, Masters of Instructional Technology Program at the University of Malaya (Malaysia). The three models were named the cyclical m...

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Main Author: Daniel, E.G.S.
Format: Conference or Workshop Item
Language:English
Published: 2001
Subjects:
L Education (General)
Online Access:http://eprints.um.edu.my/2142/1/1.pdf
http://eprints.um.edu.my/2142/
http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=advanced&ERICExtSearch_FullText=true&pageSize=10&ERICExtSearch_SearchCount=1&ERICExtSearch_SearchValue_0=University+of+Malaya&eric_displayStartCount=1&ERICExtSearch_Operator_1=and&ER
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spelling my.um.eprints.21422011-09-27T03:46:35Z http://eprints.um.edu.my/2142/ Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study Daniel, E.G.S. L Education (General) In this paper, three models of participant interactions in a Web-based instruction courses were identified among a diverse group of seven adult learners in a Course-On-Line, Masters of Instructional Technology Program at the University of Malaya (Malaysia). The three models were named the cyclical model, the hierarchical model, and the parallel model. The cyclical model depicts the interactions of the computer, instructor and the learner as in a cycle. The hierarchical model views the instructor and the computer as the participants in a level higher than the learner. The parallel model sees the learner and the instructor progressing parallel to one another mediated by the computer. The roles of the participants in the computer-supported collaborative learning (CSCL) class as perceived by the learners are also discussed. The paper concludes: it can be said that this case study has uncovered some insights into how a diverse group of adult learners perceived interactions between participants in a CSCL environment and how they utilized this dynamic interaction to construct and create knowledge out of a colossal amount of information. 2001 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.um.edu.my/2142/1/1.pdf Daniel, E.G.S. (2001) Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study. In: ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. , June 25-30, 2001, Tampere, Finland. http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=advanced&ERICExtSearch_FullText=true&pageSize=10&ERICExtSearch_SearchCount=1&ERICExtSearch_SearchValue_0=University+of+Malaya&eric_displayStartCount=1&ERICExtSearch_Operator_1=and&ER
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Daniel, E.G.S.
Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
description In this paper, three models of participant interactions in a Web-based instruction courses were identified among a diverse group of seven adult learners in a Course-On-Line, Masters of Instructional Technology Program at the University of Malaya (Malaysia). The three models were named the cyclical model, the hierarchical model, and the parallel model. The cyclical model depicts the interactions of the computer, instructor and the learner as in a cycle. The hierarchical model views the instructor and the computer as the participants in a level higher than the learner. The parallel model sees the learner and the instructor progressing parallel to one another mediated by the computer. The roles of the participants in the computer-supported collaborative learning (CSCL) class as perceived by the learners are also discussed. The paper concludes: it can be said that this case study has uncovered some insights into how a diverse group of adult learners perceived interactions between participants in a CSCL environment and how they utilized this dynamic interaction to construct and create knowledge out of a colossal amount of information.
format Conference or Workshop Item
author Daniel, E.G.S.
author_facet Daniel, E.G.S.
author_sort Daniel, E.G.S.
title Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
title_short Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
title_full Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
title_fullStr Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
title_full_unstemmed Participant interaction models and roles in a computer supported collaborative learning (CSCL) environment: a Malaysian case study
title_sort participant interaction models and roles in a computer supported collaborative learning (cscl) environment: a malaysian case study
publishDate 2001
url http://eprints.um.edu.my/2142/1/1.pdf
http://eprints.um.edu.my/2142/
http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=advanced&ERICExtSearch_FullText=true&pageSize=10&ERICExtSearch_SearchCount=1&ERICExtSearch_SearchValue_0=University+of+Malaya&eric_displayStartCount=1&ERICExtSearch_Operator_1=and&ER
_version_ 1643686855630127104
score 13.211869

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