Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3339
Title: Intuitive Moderation Styles and Beliefs of Teachers in CSCL-based Argumentation
Authors: Gil, Julia
Schwarz, Baruch B.
Asterhan, and Christa S. C.
Issue Date: Jul-2007
Publisher: International Society of the Learning Sciences, Inc.
Citation: Gil, J., Schwarz, B. B., & Asterhan, a. S. (2007). Intuitive Moderation Styles and Beliefs of Teachers in CSCL-based Argumentation. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 219-228). New Brunswick, NJ, USA: International Society of the Learning Sciences.
Abstract: CSCL learning environments provide new contexts for discussions and are thought to provide new opportunities for learning. At the same time, such environments often do not provide guidance on how to act during the discussion. The purpose of this paper is to initiate research on moderation in synchronous discussions in a CSCL environment. The first study contrasts teachers' beliefs on good discussions and good moderation pertaining to face-to-face discussions with those pertaining to synchronous, CSCL-mediated discussions. The second study focuses on the strategies teachers intuitively enact in synchronous discussions.
URI: https://doi.dx.org/10.22318/cscl2007.219
https://repository.isls.org//handle/1/3339
Appears in Collections:CSCL 2007

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