Independent, synchronous and asynchronous an analysis of approaches to online concept formation

ABSTRACT

This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed.

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Index Terms

• Applied computing

  • Education

    • Collaborative learning

    • Distance learning

    • E-learning

• Social and professional topics

  • Professional topics

    • Computing education

      • Computing education programs

        • Computer science education