Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Co-construction of knowledge in tertiary online settings: an ecology of resources perspective

      Westberry, Nicola Catherine; Franken, Margaret
      DOI
       10.1007/s11251-012-9222-9
      Find in your library  
      Citation
      Export citation
      Westberry, N., & Franken, M. (2013). Co-construction of knowledge in tertiary online settings: an ecology of resources perspective. Instructional Science, 41(1), 147-164.
      Permanent Research Commons link: https://hdl.handle.net/10289/7325
      Abstract
      Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an "ecology of resources" perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers' beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat 'epistemically distant'. In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students.
      Date
      2013
      Type
      Journal Article
      Publisher
      Springer-Verlag
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement