Investigating Deep and Surface Learning in Online Collaboration
Petrea Redmond, University of Southern Queensland, Australia ; Jennifer Lock, University of Calgary, Canada
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 paper examines a cross institutional online collaborative project where pre-service teachers in Canada and Australia explored issues of diversity, inclusion and ICT integration through online discussion and videoconferencing. The project enabled students to engage in authentic dialogue with other pre-service teachers in different courses and different counties. They were joined by academics, teachers and others with expertise in the areas described above to continue to question, share experiences, make links to theories, extend their knowledge, and investigate issues of pedagogical practice. The data were from online discussions, reflective artefacts and focus group discussions. Online discussions were analysed using Henri's (1992) content analysis model to investigate the depth of the pre-service teachers' postings.
Redmond, P. & Lock, J. (2008). Investigating Deep and Surface Learning in Online Collaboration. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4295-4301). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
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Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
Carol Johnson, University of Calgary; Laurie Hill, St. Mary's University; Jennifer Lock & Noha Altowairiki, University of Calgary; Christopher Ostrowski; Luciano da Rosa dos Santos, Mount Royal University; Yang Liu, University of Calgary
The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)
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