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How and when do students become “invested” in online collaboration?
PROCEEDINGS

, , University Of FLorida, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this paper is to discuss, from a psychological perspective, ways in which several preservice teachers became invested in electronic innovation. We describe how supplemental discussion forums were used in preservice education courses to further students': a) skills and abilities in working with diverse populations of students; b) knowledge and adoption of psychological and developmental theory; and c) ability to integrate cutting-edge technology innovations into their instructional design. Most importantly, we describe characteristics of electronic learning contexts in which students are most likely to become invested emotional, intellectually, and behaviorally.

Citation

Ferdig, R. & Davis, H.A. (2002). How and when do students become “invested” in online collaboration?. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (p. 1319). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 26, 2019 from .

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