This chapter reports research conducted within the strand of inquiry that investigates the educational efficacy of online learning environments. It is mainly concerned with definition of the optimal forms of tutoring within collective discussion, and with possible changes in the cognitive and metacognitive skills of students. The introduction at three Italian universities of courses designe for collaborative knowledge building enabled the collection of quantitative data by means of questionnaires which surveyed the students’ self-regulation skills and study goals, while qualitative data were collected by examining the students’ interactions in forums and their final reflections on the course. The data were analysed by considering variables relative to tutoring style (supportive versus destabilizing), the way in which the e-learning activity was organized (presence or otherwise of metacognitive reflection), and participation by students (high versus low). Analysis of messages to the online forum depicted a tutor who encourages students to participate by intervening to a limited and sporadic extent, and using a mainly supportive style. The online activity did not seem in itself to increase the students’ metacognitive skills as measured by the questionnaires, but such skills were apparent in the students’ final assessments of the experience. The quality of the online interaction was also influenced by the presence of opportunities to reflect upon it

Tutorship styles and knowledge building in an online community: cognitive and metacognitive aspects / Cesareni, Maria Donata; Albanese, O; Cacciamani, S; Castelli, S; DE MARCO, B; Fiorilli, C; Luciani, M; Mancini, Ilaria; Martini, Francesca; Vanin, L.. - (2008), pp. 13-56.

Tutorship styles and knowledge building in an online community: cognitive and metacognitive aspects

CESARENI, Maria Donata;MANCINI, Ilaria;MARTINI, FRANCESCA;
2008

Abstract

This chapter reports research conducted within the strand of inquiry that investigates the educational efficacy of online learning environments. It is mainly concerned with definition of the optimal forms of tutoring within collective discussion, and with possible changes in the cognitive and metacognitive skills of students. The introduction at three Italian universities of courses designe for collaborative knowledge building enabled the collection of quantitative data by means of questionnaires which surveyed the students’ self-regulation skills and study goals, while qualitative data were collected by examining the students’ interactions in forums and their final reflections on the course. The data were analysed by considering variables relative to tutoring style (supportive versus destabilizing), the way in which the e-learning activity was organized (presence or otherwise of metacognitive reflection), and participation by students (high versus low). Analysis of messages to the online forum depicted a tutor who encourages students to participate by intervening to a limited and sporadic extent, and using a mainly supportive style. The online activity did not seem in itself to increase the students’ metacognitive skills as measured by the questionnaires, but such skills were apparent in the students’ final assessments of the experience. The quality of the online interaction was also influenced by the presence of opportunities to reflect upon it
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11573/359960
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