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Using Online Tools for Communication and Collaboration: Understanding Educators' Experiences in an Online Course
PROCEEDINGS

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Annual Meeting of the Literacy Research Association (LRA),

Abstract

This designed-based research study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can best support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction, as described by the Cognitive Apprenticeship Model, assisted educators in learning how to use technology to support online communication and collaboration? How were these methods introduced and used? and 2) What evidence exists to show that these methods of instruction had a positive impact on students' changing knowledge, skills, and/or dispositions of technology integration? Interviews and course artifacts were collected from one online course instructor and 11 graduate students from various fields of study. Findings highlight specific methods of instruction that can inform educators' uses of Web 2.0 tools in online courses, illustrating how the Cognitive Apprenticeship Model can be used to inform online course development.

Citation

Boling, E.C., Holan, E., Horbatt, B., Hough, M., Jean-Louis, J., Khurana, C., Krinsky, H. & Spiezio, C. (2011). Using Online Tools for Communication and Collaboration: Understanding Educators' Experiences in an Online Course. Presented at Annual Meeting of the Literacy Research Association (LRA) 2011. Retrieved November 29, 2021 from .

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