Nobody says no: Student self-censorship in a collaborative knowledge building activity
Abstract
This paper explores student self-censorship within an online learning environment. Self-censorship in group activity can be seen as a two-edged sword. While it can be advantageous that a student censor personal frustration and angst when working with others, if the self-censorship impacts on the cognitive contribution a student makes then this may significantly impact upon the overall quality of the group’s collective knowledge artefact. This paper reports on a study where it was found that students had self censored both their feelings and ideas as they collaboratively worked together.
Keywords
self-censorship, CSCL, group work, team, knowledge building
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PDFDOI: http://dx.doi.org/10.5204/jld.v4i4.89
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