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JALN,Volume5,Issue2–September2001THEPOST-SECONDARYNETWORKEDCLASSROOM:RENEWALOFTEACHINGPRACTICESANDSOCIALINTERACTIONMiltonCamposAssistantProfessorDépartementdecommunicationFacultédesartsetdessciencesUniversitédeMontréalC.P.6128,succursaleCentre-villeMontréal-QC-H3C3J7,CanadaTel-(514)343-2066Fax-(514)343-2298E-mail-Milton.Campos@umontreal.caérèseLaferrièreProfessorDépartementd’étudessurl’enseignementetl’apprentissageFacultédessciencesdel'éducationUniversitéLaval,Ste-FoyQuébec-QC-G1K7P4,CanadaTel-(418)656-2131ext.5480Fax-(418)656-7347E-mail-tlaf@fse.ulaval.ca–V5A1S6,CanadaTel-(604)291-5296Fax-(604)291-3987E-mail-harasim@sfu.ca–September2001degreeofcollaborationachieved.Basedonthefindings,pedagogicalapproachesfortheuseofelectronicconferencingareprovided,andaregroupedaccordingtothelevelofcollaboration.Asaresultofthisstudy,theauthorspresentasuggestedmodelforthenetworkedclassroomtofosterandguidethetransformationofpedagogicalpractice.KEYWORDSNetworkedclassroom,collaborativelearning,communicativeinteraction,highereducation,onlinelearning,pedagogyI.INTRODUCTIONTraditionally,telelearninghasbeenassociatedwithdistanceeducation,whereininstructionisprovidedtostudentswhoareunabletoattendcampus-basedcourses.Whileinitiallydeliveredbymail,distanceeducationcourseswerelaterenhancedwithmultimedia.Inadditiontoexercisebooksmailedtostudents,lessonssupplementedbyradioandtelevisionaddeddynamismandhelpedstudentstohaveasenseof“presence”fromadistance.Withtoday’spopularizationanduseofonlinemediaandtheInternet1distanceeducationisrapidlychanging.Today,post-secondarycampus-basededucationdeliveryisalsotakingadvantageofandadoptinglearningnetworks.LearningnetworksweredefinedbyHarasimetal.as“groupsofpeoplewhouseCMC[computer-mediated-communication]networkstolearntogether,atthetime,place,orpacethatbestsuitthemandisappropriatetothetask”[p.4;14].Network-enhancedlearningisthereforeappliedasacollaborativelearningactivityforknowledgebuildingpurposes[4][10].Networkedclassroomsare,thus,classroomswithextendedcapabilities,whereinasynchronouselectronicconferencingisusedtobuildsharedcollaborativespacesasameanstoachievesetlearninggoals.Wearguethatbecausethemixed-modedeliveryislikelytobecomemainstreaminpost-secondaryNorthAmericaninstitutions,itisworthlookingatthewayitisbeingimplementedinordertobetterunderstanditsnatureandcontributiontoteachingandlearning.Themixed-modeisacombinationofonlineandregularinstructionalstrategies“inwhichasignificantportionofaface-to-faceordistanceeducationclassisconductedbye-mailorcomputerconferencing”[pp.77;14].Manychallengesemergefromthisneweducationalcontext,carryingwiththemquestionsthatneedtobeansweredtoadvanceourknowledgeofnetworkedlearningprocessesinpost-secondaryinstitutions[19].Howarecampus-basededucatorsintegratingonlinecollaborativeactivitiesintotheirteachingpractices?Isthisemergingtrendshiftingtowardstraditionaldistanceeducationpractices,ortowardsarenewed,collaborativerelationshipbetweeneducatorsandstudents?Thisarticleidentifiesthecomponentsofnetworkedclassrooms,clustersofpedagogicalactivities,andlevelsofcollaborationandhowtheselevelsshapespecifictypesofnetworkedclassrooms.Theauthorspresentthetheoreticalframeworkapplied,themethodofinquiryandanalysisused,andtheresultsachieved.Finally,wearguethatinordertodesignanexemplarymodelforthenetworkedclassroom,socio-cognitivefactorsareintrinsictoapplyingandunderstandingthisnewpedagogicalphenomenon.II.THEORETICALFRAMEWORKThesocio-constructivistperspectivefocusesprimarilyonhumanactionandinteractioninordertounderstandpedagogicalpracticesinthenetworkedclassroom.Wedenoteactionasthesocio-biologicaldynamic(structuralandfunctional;phylogeneticandgenetic)thatistriggeredbythephysicalandsymbolicexchangebetweensubjects,orbetweensubjectsandsymbolicobjects(suchascomputers,television,radio,etc.).Biologicalfunctions,neuralstructuressubjacenttoallintelligentbehavior,includinglearning[20]37JALN,Volume5,Issue2–September2001[21],andconfigurationsofmeanings[10][11]worktogetherasenginesofactionthatistheintentionalprocessoftheknowingsubj
本文标题:The post-secondary networked classroom Renewal of
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