Learning Methods for Teacher Education: Blackboard Discussions Produce Deep Learning
Zsuzsanna Szabo, Rensselaer Polytechnic Institute, United States ; Jonathan Schwartz, University of Hawaii at West O'ahu, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Results from this study show that the use of Blackboard discussion forums as supplementary instructional tool in a face-to-face course, improved deep learning in undergraduate preservice teachers. Participants in the study were 93 students registered in four sections of an Educational Psychology course at a Midwestern university. All participants in the study took the Canfield’s Learning Style Inventory as pre-test, to control for learning preferences; and all also responded to the Ennis-Weir test of Critical Thinking as pre- and post-test. In two of the four sections, as part of their coursework, students completed weekly Blackboard discussions on course topics. Quantitative analysis from the critical thinking measure, and the analysis of online postings showed an increase in deep learning (as measured with Bloom’s taxonomy), as well as an increase in critical thinking abilities. Quantitative and qualitative analysis is presented along with implications for education.
Szabo, Z. & Schwartz, J. (2009). Learning Methods for Teacher Education: Blackboard Discussions Produce Deep Learning. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2323-2334). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)