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The Benefits and Limitations of Online Group Work in a Teacher Education Program Article

, College of Education, William Paterson University, United States ; , Teachers College, Columbia University, United States

AACE Award

Journal of Technology and Teacher Education Volume 17, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Chesapeake, VA

Abstract

This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. Overall, it was discovered that the three most prominent perceived learning outcomes involved 1) the teachers' recognition of the value of a supportive learning community, 2) the teachers' belief that such practices could develop their metacognitive knowledge, and 3) the teachers' new understanding of the constructive use of online communication tools. Difficulties encountered while attempting to achieve these online collaborative tasks were found to involve 1) cognitive conflicts, 2) individual differences, 3) difficulties adapting to a nondifferentiated grading system, 4) time-zone scheduling problems and 5) the unique challenges caused by not being able to communicate face-to-face.

Citation

An, H. & Kim, S. (2009). The Benefits and Limitations of Online Group Work in a Teacher Education Program. Journal of Technology and Teacher Education, 17(2), 2465-2472. Chesapeake, VA: Society for Information Technology & Teacher Education. Retrieved August 18, 2017 from .

Keywords

References

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