You are here:

Using Asynchronous Online Discussions to Enhance Classroom Discussion in Teacher Education Courses PROCEEDINGS

, Boston University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This qualitative study reports on how four professors used asynchronous online discussions as advance organizers to enhance classroom discussions in teacher education courses. The four professors who participated in this study cited several benefits of their use of online discussions that reinforce the findings of prior research on the use of online discussions in on-campus courses – high student interaction and participation, building of community among students, reflection on content, and understanding of course topics. Increased student participation in the class, in-depth analysis of readings and their application in the classroom and more structured discussions in the classroom also resulted from professor integration of online postings into classroom instruction. Suggestions are made for the use of online discussions by teacher education faculty to enhance learning and teaching.

Citation

Kumar, S. (2008). Using Asynchronous Online Discussions to Enhance Classroom Discussion in Teacher Education Courses. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1455-1462). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from .

Keywords

View References & Citations Map

References

  1. Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
  2. Barnett, M. (2006). Using a Web-Based Professional Development System to Support Preservice Teachers in Examining Authentic Classroom Practice. Journal of Technology and Teacher Education, 14(4), 701-29.
  3. Biesenbach-Lucas, S. (2003). Asynchronous discussion groups in teacher training classes: Perceptions of native and non-native students. Journal of Asynchronous Learning Networks, 7(3), 24-33.
  4. Dietz-Uhler, B., & Bishop-Clark, C. (2002). The psychology of computer-mediated communication: Four classroom activities. Psychology Learning and Teaching, 2(1), 25-31.
  5. Fauske, J., & Wade, S.E. (2003). Research to practice online: Conditions that foster democracy, community, and critical thinking in computer-mediated discussions. Journal of Research on Technology in Education, 36(2), 137-154.
  6. Ferdig, R.E., & Roehler, L.R. (2003). Student uptake in electronic discussions: Examining online discourse in literacy preservice classrooms. Journal of Research on Technology in Education, 36(2), 119-136.
  7. Gorski, P., Heidlebach, R., Howe, B., Jackson, M., & Tell, S. (2000). Forging communities for educational change with e-mail discussion groups. Multicultural Perspectives, 2(4), 37-42.
  8. Hara, N., Bonk, C.J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28(2), 115-152.
  9. Hough, B.W., Smithey, M.W., Evertson, C.M. (2004). Using Computer-Mediated Communication to Create Virtual Communities of Practice for Intern Teachers. Journal of Technology and Teacher Education, 12(3), 361-86.
  10. Jenning, H. (2005). Increasing Value Without Increasing Effort? The Use of WebCT in Accompanying Face-to-Face Lectures Under the Constraint of Low Budget. Journal of Distance Education, 20(2), 78-84.
  11. Jetton, T.L. (2004). Using Computer-Mediated Discussion To Facilitate Preservice Teachers' Understanding of Literacy Assessment And Instruction. Journal of Research on Technology in Education, 36(2), 171-91.
  12. Kumar, S. (2007). Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On-campus Courses. In C. Montgomerie& J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2855-2863). Chesapeake, VA: AACE.
  13. Lee-Baldwin, J. (2005). Asynchronous Discussion Forums: A Closer Look at the Structure, Focus and Group Dynamics that Facilitate Reflective Thinking. Contemporary Issues in Technology and Teacher Education, 5(1), 93-115.
  14. Lord, G. & Lomicka, L. (2007). Foreign Language Teacher Preparation and Asynchronous CMC: Promoting Reflective Teaching. Journal of Technology and Teacher Education, 15(4), 513-32.
  15. Maher, M. & Jacob, E. (2006). Peer Computer Conferencing to Support Teachers’ Reflection During Action Research. Journal of Technology and Teacher Education, 14(1), 127-150. Chesapeake, VA: AACE.
  16. Sanders, D.W., & Morrison-Shetlar, A.L. (2001). Student attitudes toward Web-enhanced instruction in an
  17. Schaff, M. (2003). Student perceptions of technology and how it impacts their learning: A technology integration experience. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1764-1768). Chesapeake, VA: AACE.
  18. Slavit, D. (2002). Expanding classroom discussion with an online medium. Journal of Technology and Teacher Education, 10(3), 407-423.
  19. Tiene, D. (2000). Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions. Journal of Educational Multimedia and Hypermedia, 9(4).
  20. Vaughan, N., & Garrison, D.R. (2005). Creating cognitive presence in a blended faculty development community. Internet and Higher Education, 8(1), 1-12.
  21. Vess, D.L. (2005). Asynchronous discussion and communication patterns in online and hybrid history courses. Communication Education, 54(4), 355-364.
  22. Weisskirch, R.S., & Milburn, S.S. (2003). Virtual discussion: Understanding college students’ electronic bulletin board use. Internet and Higher Education, 6, 215-225.
  23. Young, J.R. (2002). "Hybrid" teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, 48(28).

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.