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This study examined how collaborative processes of communication and knowledge construction over time and space are structured and organized utilizing two-way video conferencing strategies for distance education in undergraduate child development courses at two universities. Several qualitative research methodologies were employed to document processes of interaction and the development of a learning community. The courses used two-way video conferencing and e-mail correspondence as an integral part of a practicum experience, which involved fieldwork, centered around computer-mediated learning, in an after-school program for young children. It was found that the conferences with the most undergraduate participation in "telling stories" from the field and the least amount of lecturing from professors were rated the most highly by undergraduates. The students reported in their distance learning fieldnotes that the possibility of having to present their ideas on "television" to an audience of distant peers led them to carry out their assignments with a great deal more effort than they ordinarily would have invested. However, students reported that since speaking was such an "event" in the context of videoconferencing, they did not always feel comfortable making brief supportive remarks and thereby using a television framework for social interaction did not always lead to a collaborative learning environment. (Contains 18 references.) (MDM)

Descriptors: Child Development, Classroom Communication, Classroom Environment, College Instruction, College Students, Communication Research, Communication Skills, Distance Education, Field Studies, Higher Education, Statistical Analysis, Student Attitudes, Teleconferencing











Autor: Stone, Lynda D.; Saulino, Catherine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8007&id=ED414784







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