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Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
Pawan, Faridah · Paulus, Trena M. · Yalcin, Semon · Chang, Ching-Fen

Published1 September 2003
JournalLanguage Learning & Teaching
Volume 7, Issue 3, Pages 119-140
CountryUnited States, North America

ABSTRACT
Language teacher education programs attempt to foster collaboration amongst pre-service and in-service teachers. The approach is in place in an online teacher education program in a Midwestern university where the current study was undertaken. Collaborative interactions are an essential element of any pedagogy which assumes that good learning is collaborative and that understanding comes through modeling, participation in, and reaction to the behaviors and thoughts of others.

This study was conducted with the following objectives: (a) to analyze the patterns and types of collaborative interactions taking place in three online classes; and (b) to use these findings as a guide in the design of instructional interventions. Our goal is to understand the practice of collaborative teaching and learning so that assistance can be provided to support instructor efforts to include collaborative interactions in their courses. We used Garrison, Anderson, and Archer's (2001) "practical inquiry" model as a framework for the study. Without instructors' explicit guidance and "teaching presence," students were found to engage primarily in "serial monologues." Based on the findings, we propose three intervention strategies that may help instructors increase collaborative interactions in online discussions.

Keywords language learning · teacher education · collaboration · collaborative interaction · practical inquiry model · serial monologue

CoI focusTeaching presence
MethodologyMixed Method
PopulationTeacher educators
Study designCase study
Data analysisTranscript analysis
ContributionMethodological
Study aim"First, we wanted to analyze the patterns and types of interactions taking place in online classes. Second, we wanted to use these findings to guide us in the design of instructional interventions that could increase collaboration in these courses."
Finding"... this study demonstrates the utility of the practical inquiry model, with modifications, in studying collaborative interactions in online discussion forums."
LanguageEnglish
ISSN1094-3501
RefereedYes
RightsCC BY-NC-ND
DOI10125/25217
ExportBibTex · EndNote · Tagged XML · Google Scholar



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