Search results for: Ajayi Lasisi

The purpose of this study is to explore the alternative-licensed teachers' (ALTs) perceptions of how an asynchronous discussion board mediated learning literacy methods courses. Forty-four ALTs from Southern California were enrolled in the two courses and taught literacy teaching methods using the asynchronous discussion hoard as a tool of extending learning. The findings indicated that the technology has the potential to generate positive structure and support for learning. Furthermore, complement their responses with class discussions encouraged the participants to adopt multiple voices and and viewpoints that were different from theirs and made their own voices heard. Finally, the author discusses the implications of the findings.