Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators
Rachel Brown, Kristen Munger, Syracuse University, United States
Journal of Technology and Teacher Education Volume 18, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Online discussion groups have become a resource for teachers seeking ongoing professional development. Despite their popularity, there has been little systematic investigation into the nature and quality of the dialogue that occurs within an unstructured virtual community to which participants voluntarily subscribe. In this study, we explored how The Mosaic Email Group supported teachers’ prospective learning, through the analysis of the depth of processing evident in members’ postings. Results from our analysis of members’ postings indicated that although the discussion group created a space where participants could share ideas, members rarely engaged in the depth of processing that is likely required to promote transformative changes in understanding or professional practices. We propose that the quality of learning might be enhanced if online participation involves responsive and flexible engagement in all four of Burbules’ dialogue genres.
Brown, R. & Munger, K. (2010). Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators. Journal of Technology and Teacher Education, 18(4), 541-571. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education
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Hong Lin, University of Oklahoma, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1207–1215
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