Dr. William P. Bragg III

Dissertation ~ June 1999

Chapter One: Introduction

Definition of Key Terms

 The following are key terms used throughout this study and their operational definitions within the context of this investigation. There are two sections: "Instructional Technology" and "Constructivist Learning."

Instructional Technology

archived data: the computer "servers" that host the Web-based computer conferencing save ("archive") every single response, keeping the structure of the conferences and each response unchanged.

 

asynchronous communication: online communication that is not dependent on time. That is, students can read responses and reply time-independent of the others with which they are communicating.

 

computer conferencing: a type of computer-mediated-communication (CMC) where many participants can talk (written text typed on computer keyboard) to all other participants, and read their responses. The conversations (responses) are listed in chronological order, as a "string" or "thread." A conference may have many "items" that can offer discussions on many different topics, and the participants can choose to just read the string of responses and/or to respond by "posting" a response.

 

computer-mediated-communication (CMC): communication that is exchanged over a computer network. In this case, the Web provides the platform and a computer conferencing system software provides the structure and tools.

 

hypermedia: a form of "hypertext" that includes the capability of including sound, video, and animation and graphics. Hypertext is a computer network based format that allows "links" to be embedded in the text, or as a graphical object on the page (e.g., "button"). The reader can click the mouse-pointer on that link and be linked to a variety of things, for example: email to someone, another Website or page, a sound-clip or video-clip.

 

Internet: worldwide network of computers linked together (a network of networks, actually) over phone system, satellites, and some cable systems.

 

navigation: moving around within a computer based environment. That is, participants in a Web-based computer conferencing system navigate their way around the conference, using the various navigation tools that the software provides (movement within page; between pages and links; and other "buttons" and "links" that make movement within the environment possible).

 

online learning community: term used to describe the group of students on a particular online learning network ("online" meaning electronically connected).

 

online learning network: the organization of a group(s) of students in a particular educational situation that are connected via a computer network.

 

virtual classroom: in the vein of "virtual reality" (computer based environments), a classroom that is based strictly online and/or through a computer-generated environment (graphics, animation, and so on).

 

World Wide Web (Web): also referred to as WWW, the Web is an Internet based network that uses hypermedia technology. Users at their computer have "browsers" (Netscape, Internet Explorer), which are "graphical interfaces" that make utilizing the vast information found in the networks connected via the Internet much easier. The idea is to make navigation easier for the user, by having the browser include embedded "programming language" in the various "tools" on the browser page. This makes it seamless for the user, as opposed to having to type a list of "commands" in programming language (before 1994 this was necessary to navigate, communicate, and do research on the Internet).

Constructivist Learning

construction of knowledge: each person constructs his/her own reality, actively making sense of the world by constructing knowledge, and therefore understanding. This is in opposition to the stance that knowledge can be deposited and transmitted to a learner. Constructivists believe that the learner is responsible for the formation of knowledge within the mind, and that it is not simply transmitted from teacher to learner, then memorized. Knowledge construction is synonymous with learning.

 

internal negotiation: in constructing knowledge, the person must reflect on his learning and the "meaning making" process. That is, the student must negotiate internally (within his/her own mind) on the processes involved in constructing knowledge. This requires self-reflection that makes the learner more aware of the learning process.

 

learner-centered education: this approach to instruction focuses on what the learner needs, and on the learning processes, as opposed to teacher-centered where the teacher decides what and how things will be taught. Learner-centered incorporates much less of the traditional transmission style of teaching (from the expert, the teacher, to the learners). Learners are viewed as active participants in the construction of their own knowledge, and this learning occurs within a learner's interactivity. Learners, it is hoped, become self-directed, self-regulated.

 

meaning-making: a student that is learning is involved in the "meaning-making" process. This is another way of expressing the construction of knowledge, but adds the slant of "personally relevant" knowledge construction. A student is making sense of things, through social and internal negotiation, and by the use of the processes of reflection and metacognition.

 

metacognition: metacognitive processes include thinking about how one thinks and how one learns. It encompasses self-regulation of and a self-awareness about the learning process. Metacognition is considered a core component in constructivist learning, as the learners are to be responsible for and aware of their own learning. Constructivist pedagogy seeks to develop this inherent component in the learning process.

 

reflection: thinking about something separated from actual involvement and interactivity. In other words, it is not doing, but rather thinking about what was done, what is going on, or what might be done. Students reflect on their learning experiences, activities, content, and materials. It is a metacognitive activity that is considered an integral part of constructivist learning processes.

 

situated learning: human minds learn and develop in social situations, and learning is situated in this social based interactivity. Learning, as a cognitive process, comes through participation and interaction. That is, learners are engaged in the learning process, actively finding meaning and knowledge; and, this process is situated within a particular context.

 

social negotiation: in line with the concept of situated learning, students negotiate meaning from the interaction with others within the context of the situation. Meaning making, then, has the added dimension of being influenced by multiple perspectives, as students negotiate understanding within social contexts.