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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/36462

Title: Perception of democracy in computer-mediated communication: Participation, responsibility, collaboration, and reflection.
Authors: Gallego-Arrufat, María Jesús
Gutiérrez-Santiuste, Elba
Issue Date: 2015
Abstract: We present a case study to analyze how higher education students attending a Spanish University (N = 100) democratize the virtual classroom by assuming responsibility for their learning and that of the other members of the class; participate actively in social, cognitive, and teaching issues; and collaborate by creating a learning community and reflecting individually and as a group. Our mixed methodology includes the following: (1) content analysis with a categorization system adapted from the community of inquiry approach and (2) two questionnaires on students’ perception of the democratic elements in the virtual classroom. The results show that the students assume democratic principles of responsibility, critique, participation, and collaboration. We observe the role that the teachers play in facilitating democratization of the classroom through flexible design of instruction, promotion of social relationships, and orientation of the debate toward the learning objectives. This investigation shows the implementation of democratic principles in the virtual classroom.
Publisher: Teaching in Higher Education
Keywords: Computer-mediated communication
Community of inquiry
Academic democracy
Student participation
Higher education
URI: http://hdl.handle.net/10481/36462
ISSN: 1356-2517
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Gallego-Arrufat, M.J.; Gutiérrez-Santiuste, E. Perception of democracy in computer-mediated communication: Participation, responsibility, collaboration, and reflection. Teaching in Higher Education, 20(1), 92-106 (2015). [http://hdl.handle.net/10481/36462]
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