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Teacher Perspectives on Online Collaborative Learning: Factors Perceived as Facilitating and Impeding Successful Online Group Work
Heejung An
William Paterson University
Sangkyung Kim
Pratt Institute
Bosung Kim
University of Missouri-Columbia
Abstract
This study examined the factors perceived by in-service teachers as either facilitating or impeding successful completion of online group work in a virtual graduate school of education program. Based on a quantified qualitative data analysis of open-ended questions, five facilitative factors were identified as (a) individual accountability, (b) affective team support, (c) the presence of a positive group leader, (d) consensus building skills, and (e) clear instructions. There were also seven impeding factors perceived by the teacher participants. Although four of the factors described a lack of the aforementioned facilitative factors, another three broached new, problematic issues that need to be further considered in online teacher education programs. At the conclusion of this article, recommendations are provided that online teacher educators might consider as they initiate group projects in online environments.
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Evaluating Multimedia-Learning Tools Based on Authentic Research Data That Teach Biology Concepts and Environmental Stewardship
Jacqueline McLaughlin & Daniel A. Arbeider
Penn State Lehigh Valley
Abstract
High school science teachers and students need interactive, multimedia research-based learning objects that (a) support standards-based teaching, (b) enforce complex thinking and problem solving, (c) embrace research skills, (d) include appropriate assessments to measure student performance, and (e) show “real-world” uses. To meet these five criteria, the CHANCE modules have been purposefully designed to allow students to “learn how things work” using real-world research data. These modules pace students through images and text that help them to interpret biological and ecological principles. Indeed, each module has been carefully field tested with practicing in-service and preservice science teachers and real students to assure its effectiveness. Notably, the integration of authentic scientific research with sequenced, interactive computer simulations create a solid curriculum base of national interest that has laid the groundwork for additional materials collections that capitalize on the resources of communities that surround schools in particular regions of the country.
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Learning to Teach With Technology Through an Apprenticeship Model
Kathryn G. Shafer
Bethel College
Abstract
This paper reports the results of a doctoral research pilot study that paired a researcher with an experienced classroom teacher for a 12-week time span with the goal of effectively integrating the use of Geometer’s Sketchpad (GSP) into the classroom teacher’s practice. Using a teacher development experiment, the researcher created an apprenticeship model to foster the transmission of the knowledge to the classroom teacher required to successfully teach with Geometer’s Sketchpad. Specific results indicate a positive change in the facilitation of mathematical communication and inquiry-based instruction in the classroom teacher’s practice as well as sustained use of GSP beyond the time span of the pilot study. General results include the development of the constructs of technological knowledge (TK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK).
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Source: The CITE Journal
