You are here:

Pedagogy, Self-Assessment, and Online Discussion Groups


Journal of Educational Technology & Society Volume 10, Number 1, ISSN 1176-3647 e-ISSN 1176-3647


One Master's Program, Initiatives in Educational Transformation, has integrated a computer management system (WebCT) into a learner-centered (Weimer, 2002) community of K-12 practicing teachers. Online discussions were an extension of instructional practices that supported dialogue, reflection, and self-assessment for the purpose of continuous professional improvement and facilitating independent learners. The research question that guided this study was, how can we develop self-monitoring and acceptance of online discussions so that students become independent learners? Online discussion postings and student self-assessment served as data sources. Three dominant themes emerged from the data. The first theme, Community of Practice: Dialogue Supports Independent Learning, captures the components of Wenger's (2005) community of practice that enhance students' personal and professional experiences in shaping online discussions. The second theme, Independent Learners: Making Sense of Theory, addresses how educational theory, classroom pedagogical practices, dialogue, and lived experiences support the transformation of practice. A third theme, Self-Assessment Informs Understanding of Self and Discussion-Group Dynamics, conveys the ways in which self-assessment informs students of their strengths, and student-identified areas of improvement support independent learners as well as foster deepened understanding of participation within online discussion groups. Online Communities of Practice (CoP) support students' professional sharing and the development of independent learners. Faculty played an important role in structuring student reflection and self-assessment opportunities to enhance the learning experiences for students.


Kayler, M. & Weller, K. (2007). Pedagogy, Self-Assessment, and Online Discussion Groups. Journal of Educational Technology & Society, 10(1), 136-147. Retrieved February 26, 2021 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact