The emergence of norms in a technology-enhanced learning community

Jacqueline Basil-Shachar, Yotam Hod, Dani Ben-Zvi

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Meaningful collaborative learning can be fostered by successfully dealing with personal and interpersonal challenges faced by members in technology-enhanced learning communities (TELCs). To better understand these challenges, this research takes a microgenetic approach to investigate the processes of norm emergence in a TELC where graduate students successfully resolved an intra-group conflict. Our preliminary findings focus on the process whereby implicit norms became explicit.

Original languageEnglish
Title of host publicationExploring the Material Conditions of Learning
Subtitle of host publicationComputer Supported Collaborative Learning Conference 2015, CSCL 2015 - Conference Proceedings
EditorsOskar Lindwall, Paivi Hakkinen, Timothy Koschmann, Pierre Tchounikine, Sten Ludvigsen
PublisherInternational Society of the Learning Sciences (ISLS)
Pages807-808
Number of pages2
ISBN (Electronic)9780990355076
StatePublished - 2015
Event11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015 - Gothenburg, Sweden
Duration: 7 Jun 201511 Jun 2015

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume2
ISSN (Print)1573-4552

Conference

Conference11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015
Country/TerritorySweden
CityGothenburg
Period7/06/1511/06/15

Bibliographical note

Funding Information:
This research was supported by the I-CORE Program of the Planning and Budgeting Committee and The Israel Science Foundation grant 1716/12. Many thanks to the members of COOL CONNECTIONS.

Publisher Copyright:
© ISLS

Keywords

  • CSCL
  • Norms
  • Technology-enhanced learning community

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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