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Communal E-Learning Styles in the Online Classroom


Research in Education Volume 82, Number 1, ISSN 0034-5237


In this paper we explore the dispositions towards "communal e-learning" of a cohort of initial teacher trainees within a primary post-graduate (PGCE) programme. We describe a one-year case study involving 154 postgraduate trainees in West London, working to meet the nationally decreed "professional standards" for qualified teacher status. From a review of "e-learning styles" we arrive at a categorisation of these students in terms of their engagement with a web-site discussion board, where comment and debate is geared towards professional issues within their university-based and school-based experiences. The data show that while the full cohort accessed the website, the majority of these trainees used the discussion board instrumentally, simply to read the comments and discussions of other, more active, students, or to raise and respond to practical questions about university-based course issues. The "high engagers" initiated and responded to issues from school-based experience, offered and responded to general opinion concerning professional issues, and were well disposed to this means of working. This early research will enable developmental work to continue. (Contains 3 tables and 1 figure.)


Coole, H. & Watts, M. (2009). Communal E-Learning Styles in the Online Classroom. Research in Education, 82(1), 13-27. Retrieved July 11, 2020 from .

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