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Hesitating to Collaborate: Understanding why Pre-Service Teachers Avoid Collaborative Learning Affordances PROCEEDING

, Eastern Michigan University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This descriptive study examined online assessment strategies employed by pre-service teacher candidates when creating thematic learning experiences in online teaching environments. This review of a sample of 395 candidate-created instructional units across all grades and most subject areas examined their use of a variety of online assessment instruments to gather both formative and summative data. Despite the many unique affordances built into learning management systems that include the ability to make quizzes, host discussion forums, use concept mapping, and facilitate collaborative projects using multimedia, the majority of students cautiously made use of what might be considered traditional tools such as quizzes without taking advantage of the potential for collaborative and creative potential in the development of authentic assessments.

Citation

McVey, M. (2016). Hesitating to Collaborate: Understanding why Pre-Service Teachers Avoid Collaborative Learning Affordances. In Proceedings of E-Learn: World Conference on E-Learning (pp. 100-105). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2017 from .

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