Search results for: Online discussions
Page 1/3 26 items
This article addresses the need for pedagogical approaches to working with open educational resources (OER). The authors found that the blended pedagogical strategy led most students to identify patterns in primary source OERs. The students began to refine personal models of a complex domain, and applied primary and secondary source evidence to reason for claims and solutions to a transfer problem.
Updated: Dec. 06, 2018
The present article reports on a study that explored identities in the context of a pre-service cohort’s online discussion group. The authors identified six main emergent identities –sociable, supportive, open, helpful, reliant, and hidden. It was also found that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. In order to promote a collegial online environment, the findings indicate that pre-service teachers consistently exhibited and conceptualised sociable, supportive, helpful, and reliant identities when interacting within this online forum.
Updated: Feb. 22, 2018
Synchronous Online Discourse in a Technology Methods Course for Middle and Secondary Prospective Mathematics Teachers
This study examined how prospective teachers engaged in class discussions within a synchronous, online environment. The findings reveal that the prospective teachers used variety of ways to participate in the online discourse. The participants also responded to the instructor with quick affirmations. The authors found that many of the participants commented on how they appreciated viewing live technology demonstrations and the opportunities to discuss issues related to content, technology, and pedagogy with one another.
Updated: Feb. 08, 2018
Understanding the Use of Online Role-Play for Collaborative Argument through Teacher Experiencing: A Case Study
This study examines how teachers experience the use of online role-play for collaborative argument so that they could have a better knowledge of how technology enhances learning. The findings reveal that online role-play was an appropriate way for teaching collaborative argument. The participants indicated that topic choice would influence their degree of involvement in the activity. Furthermore, the findings show that participants recognised the value of conducting research on the topic prior to posting for evidence to support their claims. Finally, the participants identified a number of benefits of online role-play.
Updated: Feb. 07, 2018
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement.
Updated: Aug. 09, 2017
The present study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Analysis of discussion threads related to classroom challenges revealed four distinct patterns of discourse as preservice teachers attempted to solve problems of practice. Preservice teachers used the space to link to and borrow from experts’ experiences and reflect on broader principles of teaching.
Updated: Mar. 29, 2017
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries
Preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking within the context of an undergraduate literacy methods course.They respond to specific prompts through an online dialogue discussion and written reflective summaries. This paper describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class.
Updated: Aug. 31, 2016
In this study, the authors inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the content of conversation turns when members made evaluative comments and when they did not make evaluative comments. They were interested in finding out whether making evaluative comments correlated with participants’ reflection on their professional practice and proposal of alternative teaching actions. They found statistically significant evidence that the more the participants actively evaluated the teaching in the animations, the more they proposed alternative teaching actions and reflected on instructional practice.
Updated: Dec. 28, 2015
More Than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs
In this study, the authors examined how they structure their classroom discourse —discussion boards versus blogs— in two online classes and whether the structures of these discussions affected the type of learning community the students experienced. The findings revealed that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities.
Updated: Sep. 09, 2015
Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching
The purpose of this study was to determine how productive future teachers were able to engage in reflections without instructor scaffolding when presented with animations of algebra instruction. The participants posted their reflections on an asynchronous, online discussion with no instructor scaffolding. The authors conclude that this study provides evidence that there are at least three dimensions to reflection: content, connectedness, and complexity. This study provides evidence that connectedness and complexity are not necessarily linked; one could be low while the other is high.
Updated: Jan. 07, 2015