Social interactions and the construction of knowledge in computer-mediated environments

Abstract

A growing body of research suggests that the interpersonal relationships and interactions that mediate learning online may differ in a number of respects from those pertaining within face-to-face educational environments. Even people whom we 'know' in other circumstances may not interact with us in the same way within computer-mediated contexts. Furthermore, electronic learning spaces often encompass a greater range of participants than is customary within traditional classrooms, in some cases including personified and 'intelligent' software and interfaces. This paper explores some theoretical perspectives that support recognition of the importance of these factors in designing online educational experiences for students