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Even a virtual synchronous classroom...

Thompson, Terrie Lynn.

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Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology./
作者:	Thompson, Terrie Lynn.
面頁冊數:	191 p.
附註:	Source: Masters Abstracts International, Volume: 41-06, page: 1582.
Contained By:	Masters Abstracts International41-06.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MQ79376
ISBN:	0612793761

Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology.
Thompson, Terrie Lynn.

Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology. - 191 p.

Source: Masters Abstracts International, Volume: 41-06, page: 1582.

Thesis (M.A.)--University of Ottawa (Canada), 2003.

The parade of new technologies is relentless. Are newer learning paradigms, such as sociocultural perspectives, reflected in the design and delivery of e-learning experiences? Studying the triad of stakeholders involved in a workplace e-learning experience—learners, adult educators, and software developers—I explored how technology, workplace context, and assumptions about learning influence collective meaning making. The setting for this qualitative case study was a multi-national organization using a sophisticated web-based technology.

ISBN: 0612793761Subjects--Topical Terms:

1017498
Education, Technology.

Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology.
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520 $a The parade of new technologies is relentless. Are newer learning paradigms, such as sociocultural perspectives, reflected in the design and delivery of e-learning experiences? Studying the triad of stakeholders involved in a workplace e-learning experience—learners, adult educators, and software developers—I explored how technology, workplace context, and assumptions about learning influence collective meaning making. The setting for this qualitative case study was a multi-national organization using a sophisticated web-based technology.
520 $a Multiple data collection methods helped construct a multifaceted understanding of teaching and learning in the virtual synchronous classroom (VSC). The findings point to the gap between contemporary learning research and the use of e-learning technologies, highlighting that the human and contextual dimensions ultimately define the nature of the learning. Through communities of practice, sociocultural perspectives allow us to envision how the VSC could shape more dynamic learning that extends beyond the walls of a classroom—physical or virtual.
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