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Are they e-learning what we’re e-teaching? An exploration into what teachers learn (and how to facilitate it) in an online graduate course
PROCEEDINGS

, GVSU School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As more and more higher educational offerings are made using web-based learning environments, instructors need to understand the opportunities afforded by BlackBoard or similar tools, and the impact their actions can have on student learning. This study explores student participation in electronic discourse (e-discourse) in two graduate-level courses in an educational technology program, using discourse analysis methods to help identify and understand the learning that occurs online. The instructor used discursive moves in the threaded discussions in these classes to stimulate increased participation of students and improve the overall quality of these discussions to increasing learning. The results are promising with regard to the potential of web-based environments to challenge students and promote conceptual learning, along with technical knowledge and skills. It is hoped that other online instructors will benefit from the experiences described in this study.

Citation

Topper, A. (2004). Are they e-learning what we’re e-teaching? An exploration into what teachers learn (and how to facilitate it) in an online graduate course. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 3059-3065). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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