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The Use of Online Tutoring to Promote Higher-Level Thinking Skills in English Language Learners using Asynchronous Discussion Boards in Teacher Preparation Programs
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, Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The emergence of online learning communities has presented a unique challenge in higher education. Asynchronous discussion boards (ADB) have the potential to promote learning among students, but challenges have also been identified. Several studies have indicated that students’ responses often lack in-depth discussion on key concepts and lack connections to new ideas and practices. One conceptual framework that has not been thoroughly examined is the impact of ADBs specifically to promote critical and higher order thinking skills in English Language Learners enrolled in teacher preparation programs, and the use of self-assessment to improve their performance and learning to teach using ADBs. The use of scaffolded strategies such as rubrics can be used to measure not only the frequency of participation but also the cognitive quality of the contribution to assess the pre-service teachers’ ability to make connections from theory to practice.

Citation

Rodas, C.R. (2016). The Use of Online Tutoring to Promote Higher-Level Thinking Skills in English Language Learners using Asynchronous Discussion Boards in Teacher Preparation Programs. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2286-2289). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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