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Collaborate to Learn, Learn to Collaborate: Examining the Roles of Context, Community, and Cognition in Asynchronous Discussion
2007
Journal of educational computing research
This study explored how asynchronous discussion supported by a Web-based learning system facilitated collaborative learning. The participants in this study consisted of the instructor, facilitators, and the students in a master's level course at a university in the south. Different sources of evidence were used in the study (individual/group interviews, and discussion board transcripts), and various methods were used to analyze the data (inductive analysis and discourse analysis). Three main
doi:10.2190/a138-6k63-7432-hl10
fatcat:b3zwfk2ddnbplc656la65lqwqm