The Benefits and Limitations of Online Group Work in a Teacher Education Program
Heejung An, College of Education, William Paterson University, United States ; Sangkyung Kim, Teachers College, Columbia University, United States
Journal of Technology and Teacher Education Volume 17, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. Overall, it was discovered that the three most prominent perceived learning outcomes involved 1) the teachers' recognition of the value of a supportive learning community, 2) the teachers' belief that such practices could develop their metacognitive knowledge, and 3) the teachers' new understanding of the constructive use of online communication tools. Difficulties encountered while attempting to achieve these online collaborative tasks were found to involve 1) cognitive conflicts, 2) individual differences, 3) difficulties adapting to a nondifferentiated grading system, 4) time-zone scheduling problems and 5) the unique challenges caused by not being able to communicate face-to-face.
An, H. & Kim, S. (2009). The Benefits and Limitations of Online Group Work in a Teacher Education Program. Journal of Technology and Teacher Education, 17(2), 2465-2472. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education
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Kirsti Engelien & Andreas Lund, Department of Teacher Education and School Research, University of Oslo, Norway
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1813–1818
A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
Subhashni Appana, College of Foundation Studies, University of the South Pacific, Fiji
International Journal on E-Learning Vol. 7, No. 1 (January 2008) pp. 5–22
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