Supporting online collaboration: Drawing guidelines from an empirical study on E-Tutors

摘要: Abstract In the last two decades, epistemic-engagement view has become dominant frame of reference in field e-learning. this view, learning is assumed to emerge from social interaction (Larreamendy-Joerns & Leinhardt, 2006). Literature indicates a number potential interventions order make possible and more effective. But little known about e-tutors’ beliefs practices, e.g. how they intervene on design management Computer-Supported Collaborative Learning (CSCL) courses foster learners’ knowledge construction. framework European project, present study investigated when e-tutors respect support online collaboration CSCL. The project was meant at providing ICT-practitioners with guiding principles drawn empirical research psychology education concerning complex relationships between cognitive activities. Results show that importance some processes (e.g., dynamics, feedback, etc.) still appears be part neglected by e-tutors.