Abstract
A growing body of research suggests that the interpersonal relationships and interactions that mediate learning online may differ in a number of respects from those pertaining within face-to-face educational environments. Even people whom we ‘know’ in other circumstances may not interact with us in the same way within computer-mediated contexts. Furthermore, electronic learning spaces often encompass a greater range of participants than is customary within traditional classrooms, in some cases including personified and ‘intelligent’ software and interfaces. This paper explores some theoretical perspectives that support recognition of the importance of these factors in designing online educational experiences for students.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35499-6_29
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© 2000 IFIP International Federation for Information Processing
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Dowling, C. (2000). Social interactions and the construction of knowledge in computer-mediated environments. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_15
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DOI: https://doi.org/10.1007/978-0-387-35499-6_15
Publisher Name: Springer, Boston, MA
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