Ruth Geer

Beyond media stickiness and cognitive imprinting: Rethinking creativity in cooperative work & learning with ICTs

This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities. A framework for group interactions is presented contrasting creative interactions such as collaboration with other but still valuable interaction types. Evaluative tools are proposed capable of identifying particular learning processes associated with various interactive activities. Each field has independently developed notions of inertia in the behaviour of users of these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities. However, dynamic and creative tracks can also be discerned and the argument is made that true collaboration requires attention to learning processes. Various suggestions are made of value to both fields and further research identified.

Media Stickiness and Cognitive Imprinting: Inertia and Creativity in Cooperative Work & Learning with ICTs

This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities. Of particular importance is their use of information and communication technologies. Each field has independently developed notions of inertia in the behaviour of users of these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities. Various suggestions are made of value to both fields and further research identified.

The online learning community: strategies, problems and issues

Online learning communities are being touted as meeting the needs of distance learners and providing flexibility for on-campus students. Currently expectations are not being realized partly owing to a lack of experience and understanding of how such communities evolve, and the constraints and problems experienced by the learners. In this paper some strategies are identified that will inform designers and lecturers on the creation and sustainability of online learning communities. Problems and issues encountered in the development of a learning community will help to provide further insight into the time and effort needed to develop and sustain online learning communities.

Teaching and Learning through Technology-mediated Interaction

In response to the increasing complexity of online environments, educators are seeking ways to utilise evolving technologies for effective teaching and learning. This paper introduces a framework for technology-mediated interaction that attempts to conceptualise the relationship between types of interaction and the suitability of various technologies to support quality learning outcomes. The seven-level model has collaboration as the highest level of meaningful interaction with social interaction, as the foundation level. The quality of learning outcomes at various levels finds their basis in theories of cognitive development and behavioural and social interdependence. The paper provides a guide to sampling such interaction and evidencing quality learning outcomes.