Designing for Critical Thinking and Learning: Online Communication Platforms in Teacher Education
Tina Heafner, Teresa Petty, Michelle Plaisance`, Abiola Farinde, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Windows into Teaching and Learning (WiTL), a study at a large urban research university in the United States, provided teacher candidates enrolled in online summer courses access to meaningful, quality virtual clinical experiences during those months when clinical settings were unavailable. Additionally, WiTL was engineered to explore differences in communication and engagement in synchronous versus asynchronous learning environments. WiTL had surprising corollary outcomes, such as, the presence of conditions that enhanced student engagement and promoted the use of critical discourse to make meaning of clinical experiences. Evaluating the level of discourse and questioning using a cognitive framework, Revised Bloom’s Taxonomy, we conclude that synchronous learning provided higher levels of engagement and questioning through immediacy and less authoritative structures not present in asynchronous text.
Heafner, T., Petty, T., Plaisance`, M. & Farinde, A. (2013). Designing for Critical Thinking and Learning: Online Communication Platforms in Teacher Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 516-524). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).