The influence of social interaction on meaning construction in a virtual community

Description

As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers.

Original URL

http://www3.interscience.wiley.com/journal/122253640/abstract?CRETRY=1&SRETRY=0

http://www3.interscience.wiley.com/journal/122253640/abstract?CRETRY=1&SRETRY=0