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Designing Learning Journals to Enhance Online Discussions among in-Service Teachers in a Graduate Course
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, Minnesota State University, Mankato, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this study, we applied the framework developed by van Aalst (2009) to enhance online discussions among the in-service teachers. The discussions, called Learning Journals, were designed and implemented using Google Doc in an online graduate course, in which about 80% of the students enrolled were classroom teachers. Students worked in groups to conduct several asynchronous discussions through Learning Journals during the course. In the end, each individual learner completed a self-assessment form to indicate whether they demonstrated knowledge sharing, knowledge construction and/or knowledge creation, and provide evidence to support their self-evaluation. Data collected include the students’ self-assessment forms and the discussion documents submitted by each group. This paper provides a detailed description of the design features of Learning Journals, along with a brief presentation of student performance in Learning Journals.

Citation

Cai, Q. (2019). Designing Learning Journals to Enhance Online Discussions among in-Service Teachers in a Graduate Course. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1137-1142). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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