Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3412
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dc.contributor.authorPeters, Vanessa
dc.contributor.authorHewitt, and Jim
dc.date.accessioned2019-07-20T23:50:16Z
dc.date.accessioned2020-01-09T18:38:29Z-
dc.date.available2019-07-20T23:50:16Z
dc.date.available2020-01-09T18:38:29Z-
dc.date.issued2007-07
dc.identifier.citationPeters, V. & Hewitt, a. (2007). Student Competition in Computer-Mediated Conferencing Courses. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 589-591). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.589
dc.identifier.urihttps://repository.isls.org//handle/1/3412-
dc.description.abstractThe current study explores student perspectives on competition in asynchronous computer conferencing courses. A survey was distributed to 57 students enrolled in graduate-level distance education programs. Nine of these students participated in extensive interviews. The findings indicate that students experience subtle forms of competition while participating in their online courses. Most manifestations of competition appear to have few educational benefits. It is posited that marking schemes that focus on individual accomplishments may increase feelings of competition and undermine efforts to foster collaborative practices. To reduce the negative effects of competition, course instructors may need to develop assessment strategies that reward group, rather than individual, accomplishments.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleStudent Competition in Computer-Mediated Conferencing Coursesen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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