The nature of conversation in online community environments for science teachers
Rebecca Schneider, Jinxin Dai, University of Toledo, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Conversations are the central component of making online environments collaborative places where ideas are developed and shared. Yet, many teachers fail to fully or productively participate in these opportunities. To be effective, online environments need to engage all teachers as learners and professionals. This study investigates the type of conversations teachers have when they do participate and what features of online environments may be helpful for encouraging educational conversations among teachers. Online conversations for professional teachers groups were characterized for cognitive, social, and teaching presences. Findings indicate that more specific the conversation formats such as science specific sites and special interest subgroups, tend to be more thoughtful and reflective. Active guidance to not only initiate conversations but to encourage and guide participation in meaningful ways is needed.
Schneider, R. & Dai, J. (2011). The nature of conversation in online community environments for science teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4136-4141). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).