You are here:

Assisting Teachers' Thinking and Participation Online

, ,

Journal of Educational Computing Research Volume 41, Number 3, ISSN 0735-6331


This study examines online messages in a discussion forum that a group of K-12 history teachers used to discuss curriculum implementations as part of their professional development. It has 3 main research foci. First, it focuses on identifying the types of assistances provided to the teachers in an online forum. Second, it examines teachers' cognitive thinking levels exemplified in their online messages. Third, it investigates the relationship between the assistance provided to teachers and the thinking levels they exemplified online. In addition, the study presents data from interviews with forum users to help validate findings attained through examining the online messages. Findings show that various assistance types and forum users' perceptions of online communication may have influenced teachers' levels of thinking during online discussions. (Contains 2 tables and 6 figures.)


Kale, U., Brush, T. & Saye, J. (2009). Assisting Teachers' Thinking and Participation Online. Journal of Educational Computing Research, 41(3), 287-317. Retrieved December 16, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.