Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

The Potential of Jigsaw Role Playing to Promote the Social Construction of Knowledge in an Online Graduate Education Course


by John Lebaron & Diane Miller — 2005

Many online courses fail to promote the active construction of student knowledge or camaraderie among student peers. Accordingly, online course designers and instructors are challenged to promote purposeful peer student dialogue and establish a sense of belonging where all learners perceive themselves as stakeholders in the course community. Online role playing is not a common activity, and electronically networked jigsaw role plays appear to be rarer still. In this article, we describe the transition of a face-to-face jigsaw role-play exercise to a primarily asynchronous graduate-level online course in education. Data collected from various sources suggest that students enjoyed online role play and valued it as a learning experience. We conclude with reflections, lessons learned, and future plans as we continue to explore the challenges and benefits of online role-play in graduate level online courses that serve adult professionals.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Potential of Jigsaw Role Playing to Promote the Social Construction of Knowledge in an Online Graduate Education Course
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 107 Number 8, 2005, p. 1652-1674
http://www.tcrecord.org ID Number: 12091, Date Accessed: 12/18/2017 6:05:02 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • John Lebaron
    University of Massachusetts
    JOHN LEBARON is Emeritus Professor of Education at the University of Massachusetts. His primary research interest stems from his online teaching, examining methods that promote peer community building and the student construction of knowledge, especially in international settings. Recent publications include Technology in Its Place: Successful Technology Infusion in Schools (Jossey-Bass) and “Rhetoric and Reward in Higher Education: How the Pillars of Tradition Impede Academic Reform and What Might Be Done about It” (Revista Portuguesa de Educação).
  • Diane Miller
    Aptima, Inc.
    E-mail Author
    DIANE MILLER is a senior human systems engineer at Aptima, Inc. Her primary research interests focus on the design challenges associated with collaborative systems and computer-based learning environments. Related work includes www.ctaresource.com, an online community of practice for those interested in cognitive task analysis; Skills Training for Advanced Reading (STAR), a computer-based reading tutor prototype for improving reading comprehension in adults; and Game-Augmented Training and Education (GATE), an advisor tool for instructional designers. Recent publications include “Launching a Community of Practice through an Online Seminar Series” (in Proceedings of ED-MEDIA 2002, Denver, CO).
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS