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Title: Problem-Based Learning Online: Multiple Perspectives on Collaborative Knowledge Construction
Authors: Chernobilsky, Ellina
Nagarajan, Anandi
Hmelo-Silver, Cindy E.
Issue Date: May-2005
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Chernobilsky, E., Nagarajan, A., & Hmelo-Silver, C. E. (2005). Problem-Based Learning Online: Multiple Perspectives on Collaborative Knowledge Construction. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 53-62). Taipei, Taiwan: International Society of the Learning Sciences.
Abstract: Online problem-based learning (PBL) environments afford many opportunities to engage in collaborative knowledge construction. Activity theory is a suitable framework to study such environments and the processes learners go through when using these environments. Two complementary perspectives are blended in this paper in an attempt to create a comprehensive picture of learning using an online PBL system. One perspective is the detailed analysis of tool use and discourse students and facilitator engage in. The second perspective is facilitator reflections about the evolution of the group's collaborative practices and norms.
Appears in Collections:CSCL 2005

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