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ERIC Number: EJ847907
Record Type: Journal
Publication Date: 2004-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1551-3696
Asynchronous Web Discussions in Teacher Training Courses: Promoting Collaborative Learning--Or Not?
Biesenbach-Lucas, Sigrun
AACE Journal, v12 n2 p155-170 Apr 2004
Over the past few years, asynchronous web-based technologies have been examined for their usefulness in promoting collaborative learning among university students. Variations in implementation of this technology will determine to what extent students' learning is actually collaborative. This article discusses curricular adaptations made in the integration of an asynchronous discussion board assignment in graduate level teacher training courses over a five-semester period. It examines how several parameters (assignment preparation, student groupings, number, topic, type of posting, prompt, instructor's role, evaluation, and carry-over into class meetings) were modified in each semester and discusses which parameters did and did not contribute effectively to collaborative learning as identified through five key elements: positive interdependence, promotive interaction, individual accountability, social skills, and self-evaluation. Based on the formats that were found to promote collaborative learning most successfully, conclusions about a recommended asynchronous web discussion assignment are presented. (Contains 2 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A