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The Post-Secondary Networked Classroom: Renewal of Teaching Practices and Social Interaction

by Sloan-C Team

Author Information

Author(s):

Milton Campos, Assistant Professor, Département de communication, Faculté des arts et des sciences

Author(s):

Thérèse Laferrière, Professor, Département d'études sur l'enseignement et l'apprentissage, Faculté des sciences de l'éducation

Author(s):

Linda Harasim, Professor, School of communications

Institution(s) or Organization(s) Where Research Occured:

Université de Montréal

Institution(s) or Organization(s) Where Research Occured:

Université Laval

Institution(s) or Organization(s) Where Research Occured:

Simon Fraser University

Volume and Issue Information

Volume:

5

Issue:

2

Month:

September

Year:

2001

The application and use of telelearning technologies in post-secondary education is evolving from peripheral activities to central approaches. Educators are re-discovering collaborative education as they understand how electronic conferencing can support and empower teaching and learning. As students build knowledge collaboratively, asynchronous conferencing elevates engagement and participation, and increases thinking and understanding. This article presents the teaching practices of post-secondary educators who integrated asynchronous electronic conferencing in over one hundred mixed-mode courses at eight North American institutions between 1996 and 1999. Quantitative and qualitative research methods were applied to assess their practices and to further understand the correlation between the use of electronic conferencing and the degree of collaboration achieved. Based on the findings, pedagogical approaches for the use of electronic conferencing are provided, and are grouped according to the level of collaboration. As a result of this study, the authors present a suggested model for the networked classroom to foster and guide the transformation of pedagogical practice.

Find related content with this links:

• Course Design
• Faculty Development
• Pedagogy
• Online Experience
• Learning Outcomes
• Faculty
• Volume 5:2 - September 2001
• Collaborative learning
• communicative interaction
• Higher Education
• Networked classroom
• Online Learning
• Pedagogy