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Issues with Using Discussion Boards and Incentives in Teacher Education Research
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, , University of West Georgia, United States

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), Waynesville, NC USA

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Abstract

A qualitative study (2002) was conducted to explore the evolution, nature, and implications of four university creative drama courses available to preservice teachers at two universities. It is suggested that this data may provide the necessary insights that can inform the widespread integration of creative drama into elementary preservice programs. Small but significant, the online component of this study is now being examined. Questions that emerged from the data include: Are incentives coercive? Do monetary incentives encourage authentic participation? How does online discussion board data at one site compare to journal data from a second site? Did the slight modification in data collection methods affect the integrity of the study? When reviewing research to address these questions, there appears to be a gap in the body of literature.

Citation

Tate, K. & Strickland, J. (2008). Issues with Using Discussion Boards and Incentives in Teacher Education Research. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1275-1277). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2022 from .

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References

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  3. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). NY: Teachers College Press.

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