Independent, synchronous and asynchronous an analysis of approaches to online concept formation

Matt Bower*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

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.

Original languageEnglish
Title of host publicationITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science
EditorsJanet Hughes, D. Ramanee Peiris, Paul Tymann
Place of PublicationNew York
PublisherAssociation for Computing Machinery
Pages141-145
Number of pages5
ISBN (Print)1595936106, 9781595936103
DOIs
Publication statusPublished - 2007
EventITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science - Dundee, Scotland, United Kingdom
Duration: 25 Jun 200727 Jun 2007

Other

OtherITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science
CountryUnited Kingdom
CityDundee, Scotland
Period25/06/0727/06/07

Keywords

  • Concept formation
  • Groupwork
  • Online learning
  • Pedagogy
  • Technology enhanced learning
  • Virtual classroom
  • Wiki

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  • Cite this

    Bower, M. (2007). Independent, synchronous and asynchronous an analysis of approaches to online concept formation. In J. Hughes, D. R. Peiris, & P. Tymann (Eds.), ITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science (pp. 141-145). New York: Association for Computing Machinery. https://doi.org/10.1145/1268784.1268827