Communities of Inquiry among Pre-service Teachers Investigating Mathematics

Clare Brett

Annual Meeting of the American Educational Research Association 1997 (March 1997)

This paper reports preliminary findings from an ongoing longitudinal study of preservice teachers mathematical knowledge and confidence. The subgroup for this study consists of 11 preservice teachers from a group of 60 students enrolled in the 2...

Educational Perspectives on Digital Communications Technologies

Clare Brett

E-Learning Vol. 6, No. 3 (2009) pp. 281–291

This article examines key issues in how new technologies are impacting upon how we teach, learn and collaborate, and uses an educational research project called GRAIL (Graduate Researcher's Academic Identity Online) under development to illustrate...

Off-Line Factors Contributing to Online Engagement

Clare Brett

Technology, Pedagogy and Education Vol. 13, No. 1 (March 2004) pp. 83–95

Online discourse environments are increasingly popular both in distance education contexts and as adjuncts to face-to-face learning. For many participants such contexts are experienced as positive, community-supported learning opportunities, but...

Grounded Design for a Learning Environment for Graduate Student Researchers

Wendy Freeman; Clare Brett

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 1551–1556

Using grounded design this paper describes an online learning environment for graduate students in education called GRAIL (Graduate Researchers Academic Identity onLine). The overall goal of this project is to develop a set of social and technical...

Topics: Students

Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

Kyungmee Lee; Clare Brett

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 46, No. 1 (February 2015) pp. 72–83

Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion...

Language: English

What student teachers are talking about their online Communities of Practice (CoP) in Constructivist online course? Investigating student teachers’ experiences in double-layered CoP participation

Kyungmee Lee; Clare Brett

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 566–573

This paper suggests an integrated model of CoP and Constructive online course based on understanding the relationship between student teachers’ online course experiences and their CoP participation. There have been two theoretically and...

Investigating online engagement and community among preservice mathematics teachers

Mary Clare Brett

Investigating online engagement and community among preservice mathematics@teachers (2002) pp. 1–190

Online discourse environments are increasingly popular both in distance education contexts (Hiltz & Wellman, 1997; Rovai, 2001) and as adjuncts to face-to-face learning (Duffy, Dueber & Hawley, 1998). For many participants such contexts are...

Factors Influencing Online Engagement and Learning in Two Preservice Courses (Educational Psychology and School & Society)

Laila Moosabhoy; Clare Brett

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2355–2358

Research suggests that, in certain contexts, electronic supports can increase the depth of student learning (Scardamalia & Bereiter, 1994). Results from a recent study (Brett, 2002) indicated that many psychological and cultural factors influenced...

Topics: Mathematics, Learning Outcomes, Students

Prompting authentic blogging practice in an online graduate course

Wendy Freeman; Clare Brett

Computers & Education Vol. 59, No. 3 (November 2012) pp. 1032–1041

Blogging is characterized by an individual exploration of ideas of personal interest through frequent online posts, documenting ideas as they emerge over time. Community emerges as bloggers read and link across blogs, based on shared interests....

Language: English

Developing Deeper Understanding through Online Discourse in In-service Teacher Education

Nobuko Fujita; Clare Brett

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 848–851

A major challenge in online graduate education contexts is to create communities of inquiry characterized by critical discourse. Progressive discourse is a kind of critical discourse that deepens over time and is committed to idea improvement ...

Topics: Students

What are student inservice teachers talking about in their online Communities of Practice? Investigating student inservice teachers’ experiences in a double-layered CoP

Kyungmee Lee; Clare Brett

Journal of Technology and Teacher Education Vol. 21, No. 1 (January 2013) pp. 89–118

This qualitative case study is the first phase of a large-scale design-based research project to implement a theoretically derived double-layered CoP model within real-world teacher development practices. The main goal of this first iteration is to...

The relationship between class size and online activity patterns in asynchronous computer conferencing environments

Jim Hewitt; Clare Brett

Computers & Education Vol. 49, No. 4 (December 2007) pp. 1258–1271

This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Quantitative analyses of note production, average note size, note opening and note reading...

Language: English

Teacher Presence & Pedagogy: Faculty-identified pedagogical themes emerging from interviews about online learning

Teresa Lynn Avery; Clare Brett

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1585–1590

This paper examines the rationales behind faculty choices of online instruction methods, using thematic open-ended interviews with 10 graduate-level faculty active in online and blended learning courses, in a major Canadian public university. The...

Topics: Instructional Design, Distance/Flexible Education, Teaching and Learning with Emerging Technologies

Scan Rate: A New Metric for the Analysis of Reading Behaviors in Asynchronous Computer Conferencing Environments

Jim Hewitt; Clare Brett; Vanessa Peters

American Journal of Distance Education Vol. 21, No. 4 (November 2007) pp. 215–231

This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. The term "scan" refers to the practice of either skimming through a message at an unusually rapid...

Competition and Collaboration in a Computer-Mediated Teacher Education Course

Vanessa Peters; Jim Hewitt; Clare Brett

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 487–501

Abstract: The current study examined student perspectives on peer collaboration and competition in an online teacher education course. Using a questionnaire and interviews as data sources, the study sought to explore the extent to which students...

Topics: Collaboration, Students

Influence of group configuration on online discourse writing

Mingzhu Qiu; Jim Hewitt; Clare Brett

Computers & Education Vol. 71, No. 1 (February 2014) pp. 289–302

This study examines the impact of different strategies for grouping students in online, discourse-intensive distance education courses. The mixed methods research focused on note writing productivity (based on 366 participants in 25 classes) and...

Language: English

Using Wiki Technologies as an Adjunct to Computer Conferencing in a Graduate Teacher Education Course

Jim Hewitt; Vanessa Peters; Clare Brett

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2240–2243

The current study examines an online course in which a Wiki environment was used in conjunction with computer conferencing to facilitate the collaborative investigations. The course was comprised of 15 teachers who worked together to develop Wiki...

Topics: Computers, Collaboration, Students

The Relationship Between Social Presence and Social Capital in Online Learning Communities

Murat Oztok; Daniel Zingaro; Clare Brett

Global TIME 2012 (Feb 07, 2012) pp. 256–262

For many years, social presence has been deemed important for communication and collaboration in online learning environments. Yet, the specific types of interactions fostered by social presence have been ignored. In this paper, we propose the use...

Towards Better Understanding of Self-Representation in Online Learning

Murat Oztok; Kyungmee Lee; Clare Brett

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1867–1874

This paper is concerned about how individuals’ different identities affect their online learning practices. We argue that online learning literature needs more nuanced and contextualized understanding of identity if it is to better address the...

Online Class Size, Note Reading, Note Writing and Collaborative Discourse

Mingzhu Qiu; Jim Hewitt; Clare Brett

International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 3 (September 2012) pp. 423–442

Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed...

Investigating Research Apprenticeship Online, Part 1

Clare Brett; Wendy Freeman; Nobuko Fujita; Chris Teplovs; Sunir Shah

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2476–2479

The papers in this interactive symposium explore the theoretical and social challenges and technical solutions being developed in the GRAIL research project focused on creating an online environment for in service teachers taking graduate degrees in ...

Topics: Community, Interaction, Distance Education

Capitalizing on social presence: The relationship between social capital and social presence

Murat Oztok; Daniel Zingaro; Alexandra Makos; Clare Brett; Jim Hewitt

Internet and Higher Education Vol. 26, No. 1 (July 2015) pp. 19–24

Online learning literature espouses the benefits of social interaction for meaningful learning and deep processing of course material. Yet, our understanding of the types of interactions that lead to these benefits may be limited by our current...

Language: English

Knowledge building for teacher education and professional development: The opportunity and challenges of innovation, Part 2

Therese Laferriere; Mary Lamon; Clare Brett; Nobuko Fujita; Stephane Allaire

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 928–932

Moving beyond best practice is the thrust of the symposium that we suggest, one that is reflective of how teacher educators can take advantage of theoretical advances supported by new digital tools to better the learning environment that they create ...

Topics: Teachers

Exploring asynchronous and synchronous tool use in online courses

Murat Oztok; Daniel Zingaro; Clare Brett; Jim Hewitt

Computers & Education Vol. 60, No. 1 (January 2013) pp. 87–94

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine...

Language: English

Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth

Clare Brett; Bruce Forrester; Nobuko Fujita; Nobuko Fujita

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 35, No. 1 (Sep 03, 2009)

This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n=18, n=16, n=17). The instructor used a design-research methodology: each iteration of the course ...

Polysynchronous: Dialogic Construction of Time in Online Learning

Murat Oztok; Lesley Wilton; Daniel Zingaro; Kim Mackinnon; Alexandra Makos; Krystle Phirangee; Clare Brett; Jim Hewitt

E-Learning and Digital Media Vol. 11, No. 2 (2014) pp. 154–161

Online learning has been conceptualized for decades as being delivered in one of two modes: synchronous or asynchronous. Technological determinism falls short in describing the role that the individuals' psychological, social and pedagogical...