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Deciphering Conflicts of Affordances Through a Design-Based Approach
Abstract
This study explored the potential of “Social Web” tools (e.g., “Web 2.0”) to support teaching and learning in an online Information Science & Technology course. Although there has been significant optimism regarding the potential of Social Web tools to promote effective collaboration in learning environments, instructors have found this to be an elusive goal. This paper investigates learning and usability challenges that arose with using multiple social media tools to support collaborative learning. Applying a Design-Based Research, the study conducts a close analysis of class discourse and interactions across a blogging and social networking platform. Findings showed that students used the tools primarily for logistical communication rather than learning-oriented communication. The researchers theorize that the specific affordances of the tools to support collaborative learning may be insufficiently articulated and difficult for students to discern their relative strengths - a “conflict of affordances.”
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