scholarly journals Supporting teacher reflection through online discussion

2011 ◽  
pp. 548-562
Keyword(s):  
Learning Community ◽  
Instructional Strategies ◽  
Critical Reflection ◽  
Online Discussion ◽  
Teacher Reflection ◽  
Professional Experience ◽  
Reading Education ◽  
Graduate Course ◽  
Discussion Postings

The purpose of this case study was to investigate online discussion as a means to promote critical reflection. The study was conducted during a semester-long graduate course on issues related to literacy instructional strategies. The participants in the study were four reading education candidates. During the semester they participated in online discussion about course readings and reflected on their own teaching experiences. The data sources were the online discussion postings, responses to questionnaires, and interviews. The results suggest that technology-mediated discussion strengthens the learning community, facilitates sharing of professional experience among participants, and enhances teacher reflection. The results also point to the multi-faceted nature of teacher reflection.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals Werk maken van moreel werk van leraren door reflectie en dialoog : Een exploratieve case studie naar de betekenis die leraren geven aan dagelijkse praktijk ervaringen met leerlingen

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 45-72
Author(s):  
Helma de Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline van Swet ◽  
Wiel Veugelers
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Critical Reflection ◽  
Educational Practice ◽  
Daily Practice ◽  
Collective Learning ◽  
Critical Dialogue ◽  
Political Dimension ◽  
Field Notes

Abstract Making work of the morality of teachers daily practice through reflection and dialogueAn exploratory case study to teachers’ meaning given to their daily practice experiences with pupilsThis article reports a study into the reflection of teachers. The teachers participated in a professional learning community (PLC) to investigate their interactions with pupils in a dialogical process with colleagues. For this purpose a ‘critical reflexive dialogue’ was developed. First, we investigated how teachers give meaning to their experiences through three types of reflection ‐ content, process and critical reflection ‐ and or a shift in type of reflection takes place with the use of a critically reflexive dialogue. Second, we studied how the moral-political dimension occurred in teachers’ critical reflection. The research was conducted as an explorative case study in which the theoretical framework establishes a connection between moral educational practice with the types of reflection for teachers. Based on observations and field notes from eleven PLC meetings, results show when teachers make sense individually, they mainly pay attention to the content and the process of reflection. In this situation critical reflection is not self-evident. However, the results also show that teachers get more involved in critical reflection through critical dialogue and collective learning with colleagues in the PLC. Moral-political dimension included teachers’ critical reflection, but mainly focus on the meaning of their own beliefs for their daily practice and pupils and rarely on social and political influences. Based on these results, it is recommended that the moral-political dimension receives more explicit attention in teachers’ reflection.

Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher

2019 ◽  
pp. 173-198
Author(s):  
Aleksandra A. Kaplon-Schilis ◽  
Irina Lyublinskaya
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Instructional Strategies ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Learning Trajectory ◽  
Graduate Course ◽  
Factors Affecting ◽  
Partial Transfer

This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.

Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds Over Time

2018 ◽  
pp. 258-275
Author(s):  
Bronwen Cowie ◽  
Elaine Khoo
Keyword(s):  
Learning Community ◽  
Research Methods ◽  
Multiple Roles ◽  
Tertiary Institution ◽  
Graduate Course ◽  
Online Learning Community ◽  
Teaching Online ◽  
Face To Face ◽  
Over Time

The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource in online learning community development. It provides an analytical case study account of the experiences of a lecturer and his students in a fully online research methods Masters level graduate course in a tertiary institution in New Zealand. Although very experienced in teaching the course in face-to-face contexts, the lecturer was a novice with regards to teaching online. Over the period of the course, the lecturer came to realise how the structure or strict linearity of interactions over time, as they are experienced in face-to-face settings, can be disrupted in online settings. The chapter illustrates how the lecturer used time as a resource through the orchestration of multiple roles (pedagogical, managerial, social, and technological) and the introduction and fading of scaffolds focused on nurturing a learning community integral to fostering student learning. Course curriculum and assessment redesign coupled with the lecturer's orchestration of roles supported students to take more responsibility for their own and the group's learning as part of deepening their understanding of education research methods.

scholarly journals Using community development theory to improve student engagement in online discussion: a case study

2009 ◽  
Vol 17 (2) ◽  
Author(s):  
Elisabeth Skinner
Keyword(s):  
Community Development ◽  
Learning Community ◽  
Online Discussion ◽  
Professional Community ◽  
Development Theory ◽  
Stage Model ◽  
Model Learning ◽  
Online Activity ◽  
Undergraduate Experience

Online discussion can be designed to develop the skills and confidence of students as well as providing an opportunity for constructing knowledge. If students decide not to participate or join too late, they put their own development and the quality of the learning community at risk. This article reflects on a first term undergraduate experience of a series of online discussion activities which failed to inspire timely and constructive participation. The case study identifies flaws in the design of the discussion, constructed using Salmon’s five-stage model, and shows how easy it is to miss the point when designing an online activity. Participation is a pre-requisite for developing community so this article discusses how professional community development workers identify and overcome barriers to participation strengthening engagement in a community by stimulating personal and emotional interests. In the case study, discussion topics failed to strike a personal chord with many students. This has implications for designing activities that engage each student’s interest from the outset so that participation in the discussion becomes a truly creative experience.Keywords: online discussion; Salmon’s five-stage model; learning communities; student engagementDOI: 10.1080/09687760902951599

scholarly journals Effective instructional strategies and technology use in blended learning: A case study

2021 ◽  
Author(s):  
Meina Zhu ◽  
Sarah Berri ◽  
Ke Zhang
Keyword(s):  
Blended Learning ◽  
Instructional Strategies ◽  
Technology Use ◽  
Critical Role ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Immediate Feedback ◽  
Graduate Course ◽  
The Usa

Abstract This case study explored effective instructional strategies and technology use in blended learning (BL) in a graduate course in the USA. Varied forms of data were collected, including (1) semi-structured interviews with students, (2) mid-term and final course evaluations, (3) two rounds of online debates, (4) four weeks of online reflection journals, and (5) the instructor’s reflections. Thematical analysis and descriptive statistics were conducted to analyze qualitative and quantitative data respectively. Multiple methods were employed to establish trustworthiness of the study. Effective and ineffective instructional strategies and technology uses were identified in BL. The findings indicated that students valued real-time interactions with peers and the instructor. However, inappropriate asynchronous discussions were considered less effective in BL. In addition, immediate feedback from peers and the instructor motivated learners and improved the quality of their work. Learning technologies played a critical role in BL, but the use of learning technologies should be simplified and streamlined. Technical support was essential to reduce learners’ cognitive load.

Tracing Online Lecturer Orchestration of Multiple Roles and Scaffolds over Time

2013 ◽  
pp. 1-23
Author(s):  
Bronwen Cowie ◽  
Elaine Khoo
Keyword(s):  
Learning Community ◽  
Research Methods ◽  
Multiple Roles ◽  
Tertiary Institution ◽  
Graduate Course ◽  
Online Learning Community ◽  
Teaching Online ◽  
Face To Face ◽  
Over Time

The chapter focuses on how time and the temporal aspects of the affordances and constraints of the online environment can be leveraged as a resource in online learning community development. It provides an analytical case study account of the experiences of a lecturer and his students in a fully online research methods Masters level graduate course in a tertiary institution in New Zealand. Although very experienced in teaching the course in face-to-face contexts, the lecturer was a novice with regards to teaching online. Over the period of the course, the lecturer came to realise how the structure or strict linearity of interactions over time, as they are experienced in face-to-face settings, can be disrupted in online settings. The chapter illustrates how the lecturer used time as a resource through the orchestration of multiple roles (pedagogical, managerial, social, and technological) and the introduction and fading of scaffolds focused on nurturing a learning community integral to fostering student learning. Course curriculum and assessment redesign coupled with the lecturer’s orchestration of roles supported students to take more responsibility for their own and the group’s learning as part of deepening their understanding of education research methods.

Project-Based Learning Integration with Teachers Immersed in a Professional Development Initiative

2017 ◽  
pp. 442-452
Author(s):  
Virginia McCormack
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Instructional Strategies ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Active Engagement ◽  
Case Study Method ◽  
Learning Tasks ◽  
Pedagogical Skills

This chapter focused on the effectiveness of a professional development initiative on the planning, designing, and implementing project-based learning in mathematics, science, and special education classrooms. The purpose was to highlight project-based learning and the development of a professional development learning community that provided unique ways in which teachers engaged with a variety of learning tasks, assessments, and resources while practicing vital mathematics and science skills with diverse students. Attention was given to the importance of teacher attitude and confidence, collaboration, school support, barriers, and increasing student engagement. The case study method was used to amass and probe data. The results indicated valuable suggestions about the effectiveness of professional development for active engagement in project-based learning through networking, differentiating instructional strategies, creating new assessment tools, and gaining content knowledge and pedagogical skills.

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