Search results for: Online discussions
Page 1/3 28 items
Online collaborative mind mapping in a mathematics teacher education program: a study on student interaction and knowledge construction
The inclusion of alternative and multimodal methods for online interaction and knowledge construction in mathematics teacher education is still an incipient field. In this paper, the authors present a multiple case study of three blended courses in an elementary mathematics teacher education program at Western University. In these blended courses, the online component included the construction of collaborative mind maps. Through constructivist grounded theory methods, they analyzed teacher candidates’ mind maps as (a) final products, and (b) interaction processes. The resulting theory describes how pre-service mathematics teachers interact and construct knowledge while they engage in online collaborative mind mapping. The study provides insights into the ways that collaborative and multimodal technologies affect mathematics teacher education, and in turn, suggests how its implementation may be improved.
Updated: Dec. 03, 2020
The impact of feedback form on transactional distance and critical thinking skills in online discussions
The purpose of the current study was to determine the impact of different forms of feedback (text/image/video) on the transactional distance (TD) perceptions and critical thinking skills (CTS) of the learners in online collaborative discussions. The study was designed as a quasi-experimental study and was carried out with the participation of 104 pre-service teachers. TD Scale and Critical Thinking Standards Scale were used as data collection instruments. The findings revealed that whilst the form of feedback had a significant difference on TD perception, it did not create a significant difference on CTS. When the impact of feedback form on TD perception of the learners was examined, it was seen that the group with the lowest TD perception was the one which was given video-based feedback in online discussions. This group was followed by the groups to whom image- and text-based feedback was given.
Updated: Nov. 03, 2020
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