Conference poster presented at the 'Research in Distance Education' conference on 9 February 2009 Exploring the extent to which student interaction through asynchronous computer-mediated conferencing (ACMC) leads to the social construction of knowledge and higher order critical inquiry.

1. Computer-mediated Tasks and Tutor Inputs (CITTI) Project
Project description
To explore the extent to which student•
interaction through asynchronous
computer-mediated conferencing
(ACMC) leads to the social
construction of knowledge and higher
order critical inquiry.
To explore the role and effects on•
interactive knowledge-building of
social presence, tutor teaching and
moderating strategies and task type
To develop a framework of analysis•
for identifying evidence of socially
constructed learning
Methods
Mixed methods approach:
quantitative and
qualitative data collection;
coding and analysis of
conference transcripts;
semi-structured
interviews; analysis of
students’evaluations
Results
We found evidence•
that students are
able to construct
knowledge and learn
from one another
through ACM
conferencing.
We developed a set of•
analytical instruments
to evaluate ACMC and
a set of guidelines and
recommendations
for course tutors and
designers on effective
ways to design
tasks and moderate
discussions.
Teaching and Research Awards 2008
University of London Centre for Distance Education www.cde.london.ac.uk and cde@london.ac.uk
Discussion
We have provided
supporting evidence
to validate the use of
ACMC on External System
programmes.
The findings are of
particular interest to
teachers of social studies
including citizenship and
history since this field is
characterised by debate
and discussion. Students
in different political
contexts can learn
intercultural skills and
construct knowledge with
others online.
Researchers
Dr Hugh Starkey
Nicola Savvides
Institute of Education
h.starkey@ioe.ac.uk