Dialogues and Perception of Intersubjectivity in a Small Group

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Author(s): Mei-Chung Lin (National Changhua University of Education, Taiwan), Mei-Chi Chen (National Changhua University of Education, Taiwan)and Chin-Chang Chen (National Changhua University of Education, Taiwan)
Copyright: 2013
Pages: 20
Source title: Curriculum, Learning, and Teaching Advancements in Online Education
Source Author(s)/Editor(s): Mahesh S. Raisinghani (Texas Woman’s University, USA)
DOI: 10.4018/978-1-4666-2949-3.ch001

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

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Dialogues and Perception of Intersubjectivity in a Small Group

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